Behavior

EdWeek Interventions

11 Mar: Answers to Questions from our recent webinar, “Why Aren’t Our Behavior Interventions Working? Using Trauma-Informed Approaches to Enhance Interventions”

Questions and Answers from “Why Aren’t Our Behavior Interventions Working? Using Trauma-Informed Approaches to Enhance Interventions” Education Week Webinar with Dr. Will Henson. Thanks again to everyone who attended the Education Week webinar on Tuesday, March 5.  If you missed it, you can watch the recorded version here! And special thanks to all who submitted questions. We had so many good questions come in, but were only able to answer a fraction of them on the webinar. If you don’t see your exact question here, it’s because we combined a few similar questions.  If you’ve since thought of something else, please send it to info@321insight.com and we will do our best to answer it as well. Thanks again! Dr. Will Henson…

Trauma-Informed Solutions

11 Mar: Trauma Informed Series Exercises- Week 6: Predictability

WEEK SIX: PREDICTABILITY by Dr. Will Henson Students who have experienced adverse experiences in childhood do not like surprises. A key element of a trauma-informed classroom (or any trauma-informed environment or interaction) is predictability. Here are a few things you can do to provide predictability: (a) Create a consistent schedule (b) Inform kids about changes ahead of time (c) Pre-teach and prepare kids for new experiences or material (d) Post visual schedules and reminders (e) Keep your behaviors and responses consistent. This week I want you to pick one way that you can be more predictable from the list above. Spend some time thinking about how you are going to do it. I would advise you overdo it a little…

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04 Mar: Trauma Informed Series Exercises: Week Five – Active Listening

Week Five: Active Listening by Dr. Will Henson Active listening is a super skill in terms of supporting kids with trauma, building relationships, and also getting kids to listen to YOU. This week we (i.e. you) are going to give it a try. Let’s make this simple…in three conversations this week, you are going to do the following: Just listen – Don’t think about what you are going to say next, just listen. Even if you don’t agree, really listen to try to understand what the person is saying. Show it – Show you are listening by making eye contact, nodding, and maybe occasionally giving a one-word verbal response (yes, I see etc…) Remember a few more things: All this…

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27 Feb: The “Goldilocks Zone”: Building Resilient Regulation Skills

The “Goldilocks Zone”: Building Resilient Regulation Skills by Dr. Rick Robinson In the third installment of our Regulation Skills blogs, we will focus on several ideas that can help students increase their stamina when it comes to regulation. In our first two blogs, we focused on approaches to group and individual regulation, discussing a number of key skill development strategies. Once students have tools in their regulation kit, it is important to help them use those tools effectively under increasingly demanding situations. One way to work on this goal is to focus on increasing stamina. That is, help students increase their skills in maintaining a state of regulation that will allow them to complete tasks requiring effort, over longer chunks…

12 Feb: Trauma-Informed Series Exercises: Week 2 ​: Self-Regulation

WEEK TWO: SELF-REGULATION by Dr. Will Henson This week we want you to focus on self-regulation. That is, YOU being calm, despite what’s going on around you. If it’s been a while since you watched the regulation video from our Trauma Informed schools series, let’s back up and talk about what this term means: Regulation is the way people manage their thoughts, emotions, attention and physical sensations. These are heavily impacted by ACEs (Adverse Childhood Experiences). Important Point: this is not just about “emotions”; it’s about a person’s entire experience. Let’s start this week by identifying your two most predictably stressful times of your day. Maybe it’s your afternoon commute, a usually chaotic time during the workday, a predictable interaction…

Trauma-Informed Solutions

04 Feb: Trauma-Informed Exercises: Week 1 – ACEs at Work

WEEK ONE: ACEs AT WORK                   with Dr. Will Henson Adverse Childhood Experiences, or ACEs, have an enormous impact on school-age children.  Almost half (45%) of students in school today have enough adverse experiences to impact their thinking, emotions and behavior.    (Want more information on ACEs and the associated research? Check out 321insight’s Trauma Informed video training series by emailing info@321insight.com.)  How we explain a student’s behavior can have a huge impact on how we address it.  This week I’d like to start thinking and talking about student behavior differently.  Start by taking a look at the Trauma-Informed Thinking diagram below.   TRAUMA-INFORMED THINKING  Away from this: Focusing on changing only the child   Seeing behavior…

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23 Jan: Making Individual Regulation Activities Effective

Making Individual Regulation Activities Effective by Dr. Rick Robinson In our previous blog, “Making Regulation Activities Effective” we ended our conversation with the notion that a “one size fits all” approach to student regulation is not optimal. Let’s talk about what that means and how we can approach this issue in a mindful and effective way. First, let’s think a bit about the ways we self-regulate and how that compares to our friends and family. For example, we may find it relaxing and regulating to read a book, do a cross-word puzzle, or play bridge with friends. These same activities can actually be dysregulating for those who tend to choose bike-riding, or splitting fire-wood as a way to regulate themselves….

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16 Jan: Making Regulation Activities Effective

Making Regulation Activities Effective By Dr. Rick Robinson Happy New Year to all! We hope that the holiday break provided each of you with time for connections with friends and family as well as rest, relaxation and renewal. Now that we are all back in the classroom and have had a chance to re-connect with students, and review and practice routines and procedures, it is a great time to make sure regulation activities that work well are in place. In recent blogs we talked about several important strategies you can use at school to help you metabolize stress and regulate yourself. Maintaining a regulated state will inturn help you provide students with regulation opportunities that have the best chance of…