Confronting An Invisible Disability: Trauma-Informed Care in Schools
Location
Bell Hall 181
Start Date
28-3-2019 1:30 PM
End Date
28-3-2019 2:20 PM
Type of Presentation
50 minute Best Practices Session Presentation
Proposal for Presentation
Though numerous efforts have been expended in identifying and supporting students with various needs, teachers are increasingly encountering disabilities with no obvious scars or identifiers. The National Child Traumatic Stress Network (NCTSN) estimates that up to 40% of students have experienced, or witnessed traumatic stressors like home destabilization, violence, neglect, sexual abuse, substance abuse, death, and other adverse childhood experiences. As a result, many of these students struggle with emotional, social, behavioral, and learning problems, which often manifest, in the classroom, as attention deficit hyperactivity disorder, conduct disorder, oppositional defiant disorder, reactive attachment, disinhibited social engagement or acute stress disorders. At the conclusion of this session, the participants will be able to: Identify the symptoms of Psychological Trauma; understand the impact of trauma on the brain and learning; explain self-care tips for dealing with vicarious (secondary) trauma; and create a trauma-informed care plan for his/her class.
Confronting An Invisible Disability: Trauma-Informed Care in Schools
Bell Hall 181
Though numerous efforts have been expended in identifying and supporting students with various needs, teachers are increasingly encountering disabilities with no obvious scars or identifiers. The National Child Traumatic Stress Network (NCTSN) estimates that up to 40% of students have experienced, or witnessed traumatic stressors like home destabilization, violence, neglect, sexual abuse, substance abuse, death, and other adverse childhood experiences. As a result, many of these students struggle with emotional, social, behavioral, and learning problems, which often manifest, in the classroom, as attention deficit hyperactivity disorder, conduct disorder, oppositional defiant disorder, reactive attachment, disinhibited social engagement or acute stress disorders. At the conclusion of this session, the participants will be able to: Identify the symptoms of Psychological Trauma; understand the impact of trauma on the brain and learning; explain self-care tips for dealing with vicarious (secondary) trauma; and create a trauma-informed care plan for his/her class.