Behavior

Lawrence

20 Jan: Introducing our new ‘Concepts in Action’ videos, and a Q&A with Mr. Gillespie, the educator featured in them

We would like to introduce the experienced educator, Lawrence Gillespie, who is featured in the 5 new videos in our Trauma Informed series. These videos, which we call ‘Concepts in Action’, show Lawrence using best practices and sharing insight on helping students become regulated, and building student resilience. We developed these videos because so many educators told us that they understood the concepts, but didn’t know what it actually looked like when an educator used the strategies. We think these new videos are a great way to help move further towards being trauma-responsive.  Lawrence was an easy choice to deliver the messages in these videos because he has spent many years in education, and has held several different positions –…

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17 Dec: Holiday Break Wellness

Holiday Break Wellness  by Dr. Will Henson Since I started working in the world of education, and especially since diving deep into trauma-informed practices, I have realized the importance of educator wellness.   Education is a relational business, one in which we don’t just bring our skills, but ourselves. We can’t fill the needs of students if our own cup is empty. Our ability to be whole and healthy is at the heart of how successfully we educate.   Despite what the holiday season is supposed to represent, it can often be synonymous with stress. You’ve got two weeks off! Let’s talk about how to use it.   Here are three tips for being well this season: If you can follow these…

Change your mindset!

09 Dec: Educators: Three Helpful Mindset Shifts

Educators: Three Helpful Mindset shifts More and more, educators are encountering challenging student behaviors. While we may be making progress in identifying students who need extra support, and providing services for these individuals, educators can still get in their own way when it comes to addressing challenging behavior. A lack of recognition about the way that Adverse Childhood Experiences influence behavior can lead to undesirable outcomes. Here are a few unproductive ways I sometimes hear educators use to try to resolve challenging behavior: What will he (or she) work for? This and other variations of thinking “we just need to find the right motivator” is an unreliable approach. Children with behavioral issues can not suddenly acquire the frontal lobe functioning…

05 Dec: Questions (and answers) from the December 2nd webinar with Oregon Education Association

We had a great webinar this week on Behavior Interventions with OEA. During the session, Dr. Skip Greenwood shared 8 effective Intervention Stategies to use with students. We hope you found it helpful. There were a number of questions posed during the webinar that we were not able to address before the end of the hour, so as promised, Dr. Greenwood has answered them below. Even if you didn’t attend the webinar, you might appreciate Dr. Greenwood’s answers. Thank you! Q: What about kids with trauma that are always at high emotion- when is the right time to engage with them? A:  The first step in working with students with ACEs (or any other students that appear to run with…

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25 Nov: Cell Phones in Schools: Yay or Nay?

By Dr. Will Henson Many schools today are debating whether or not to allow the use of cell phones.  Some schools enforce an “Off and Away” policy for the building, while others leave it up to the individual teacher & classroom. Some schools even allow students to have full access to their phone at any time.  In my experience as a special education consultant, cell phone use at the secondary level is a major problem.  It is especially a problem for our most impacted students who have academic and emotional struggles.  Having the phone makes it too easy for them to check out and regulate themselves through distraction, instead of focusing on their education.  Getting kids off their phones, let…

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12 Nov: 60% of Educators Have NO Training in Trauma-Informed Practices

60% of Educators have NO training in Trauma-Informed Practices. By Dr. Will Henson I’ve been working with kids with challenging behavior for 28 years. I use trauma-informed practices because they are the most effective intervention I’ve found.  As a consultant, I’ve gone to this almost exclusively and moved my client districts toward this. I often wonder: why isn’t everyone using this approach? A recent study showed that while 63% of educators had been trained to use PBIS, and 52% had training in de-escalation strategies only 27% of educators had training in Trauma-Informed practices (another 13% were unsure if they had). Meanwhile, data shows that up to 45% of students in school today are reporting the critical level of 3 or…

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29 Oct: What Does Being “Trauma-Informed” Really Mean?

What Does Being “Trauma-informed” Really Mean? By Dr. Will Henson I was recently asked to consult on the case of a young man with fairly severe behavior issues.  When I arrived to meet with his school team, they described to me a student who had a substantial trauma history. I asked if they knew what Adverse Childhood Experiences (ACEs) were, and if they had been through trauma-informed training. The team said they had been through training, which consisted of a book study, and they felt that everyone was well-versed in trauma-informed practices. Then they handed me the student’s behavior plan. Nothing in the plan reflected trauma-informed interventions. None of the responses, none of the proactive strategies, and none of the…

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14 Oct: The Importance of Presence: Trauma Is Automatic

By Dr. Will Henson If you don’t like snakes, and I show you a picture of a snake, what happens? Your arousal level goes up – Your mind senses a threat and prepares the body for fight or flight. This process happens automatically before your rational mind catches up and tells you that it’s just a picture.     In fact, studies have shown that if you show people pictures of snakes at a speed faster than the eye can see their arousal still goes up. The unconscious mind senses the danger where the conscious mind doesn’t. The point is that your students who have had traumatic experiences can easily be triggered by things and not even know it. Imagine a student; Being told she is going…

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30 Sep: Manage Energy, Not Behavior

By Dr. Will Henson The term behavior management is ubiquitous in education. However, great behavior managers don’t manage behavior – they manage energy. When they are working with a behavior that is unwanted, they don’t focus on changing that behavior right then and there. Instead, they direct their energy to the tone and mood of the situation. Since most challenging behavior is intense, rapid, reflexive, and survival oriented, most responses need to be regulatory instead of confrontational. If you’re having trouble with challenging behavior in your classroom try this: Present a calm and focused energy yourself. Keep the tone and mood of the classroom positive and feeling safe.  If you start with that foundation, you can move on to academics and changing students’ behavior much more easily….

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17 Sep: Personal & Professional Boundaries: Self-Disclosure

By Dr. Will Henson In writing our Personal and Professional boundaries video for the ParaSharp© series, we outlined several important boundaries educators needed to be aware of. One that needs some important discussion as the school year gets started is maintaining healthy boundaries around self-disclosure. Self-disclosure is talking and sharing information about yourself.  Here are some things to remember to keep self-disclosure healthy and helpful to your students: The Headline Rule: Before you disclose something, think about how it might sound as the headline on tomorrow’s newspaper. Imagine that you tell students that since you are an adult you drink beer and think this is okay. The headline might read “Mrs. Smith Defends her Drinking Habit.” The Political Campaign Rule: Before you disclose something, imagine you…