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- And I will only make one poor attempt

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at an Irish accent.

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So, top o' the mornin' to all of ya.

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It's good to see ya.

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That's all I got.

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All right, so I am Kym Asam,

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as Cassandra said.

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And in addition to working
for the BEST Project,

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I think now for about 10 years,

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I also used to work for NFI

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up until very recently

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where I oversaw our day treatment schools.

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Our trauma-informed day treatment schools.

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And prior to that, I was
in the public school system

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through a mental health
agency providing services.

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So I have lots of experience in schools

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and knowledge about the
difficulties and challenges

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of trying to support kids

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who've experienced developmental trauma

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in your schools.

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I see a lot of familiar names and faces.

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For those of you who have your video on,

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so happy to see those people that I know

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and for the people I don't know,

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welcome and it's good to see you as well.

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I'm gonna share my screen.

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This webinar is two hours long.

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We'll build in one break
so you can take a stretch,

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brain breaks, screen vacation.

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Just the format for today.

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Feel free to ask any questions.

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You can either unmute
or put 'em in the chat.

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I think, Cassandra, you'll
monitor the chat for us,

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and we'll get through as much
of this material that we can.

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So I'm going to share my screen.

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I'm just gonna ask one
person, maybe Cassandra.

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You can unmute and let me know

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if you can see what I'm sharing?

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- [Cassandra] Absolutely.

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Yeah, we can see your screen.

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- Okay, and I'm just
gonna put it in slideshow.

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- Perfect.

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That's great, thanks Kym.

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- [Kym] Yeah.

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Oops, wrong one.

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Okay, here we go.

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Great.

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- Great.

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- [Kym] So I guess the place

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that I really wanna start today

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is I wanna name something
that all of you know,

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that it's important to remember

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that when you're working with kids

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who have traumatic content.

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And by that, I mean, kids
who have been exposed

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to unrelenting trauma,
developmental trauma.

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It's hard.

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It's really, really hard.

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I just wanna embrace that
with all of you right now,

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and the fact that you're
on this call today

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is indicative of your desire

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to either enhance your learning

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or validate what you already know

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or remind you of things

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that maybe you've forgotten
over the years to do.

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So I'm cognizant as well,

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as I look amongst all of
the participants today,

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that there's different
levels of understanding

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about this topic.

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There's some of you who I've
seen in trainings before,

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who may have had multiple,
multiple trainings on this topic

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and others who've had maybe just a few

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or maybe none at all.

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Regardless of your
knowledge, your experience,

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I'm hoping that you'll pay
attention to the content

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and think about what resonates with you.

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What is something you already do,

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really, really well?

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What are some elements, as I said earlier,

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that maybe you've forgotten?

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And a really important question to ask

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as we talk today about
building our own resiliences,

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do you find at times you're
inured to your suffering?

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Your own suffering?

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Like, are you jaded?

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Are you habituated to your own suffering?

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Are you inured to the suffering

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of the kids at times
or to your colleagues?

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Hold that in the
forefront of your thinking

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as we go through this content today,

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and really think about
reflective practices

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and building resilience and
intervention strategies,

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and also how can you
take the content today

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and really validate your work.

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I mean, my appreciation

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has no bounds really

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for all of the work that you do,

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whether you're a paraeducator

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or a classroom teacher or an administrator

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or whatever your role is in the school.

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It's just remarkable what you do,

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particularly as we think
of the last couple of years

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of unprecedented times.

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You know, just use this
to validate your work,

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to revitalize the strategies that you use

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and revitalize your mindset.

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And let's just name too,
that we really gotta allow

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for vulnerability when
reflecting on your practices

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and your experiences, right.

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You gotta think about your physical

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and your emotional vulnerability.

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And I really hope today,

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we can also focus on reflective practice.

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Reflecting on our work,

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as well as the experiences

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of the families and the students.

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And we wanna continue to
bring all of this information,

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our knowledge, our
experience, our passion,

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back to conversation.

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So we're not only elevating
your voices and your practices,

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but also elevating the voices

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of those that you
support every single day.

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Your students.

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The families.

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This is a way that we build resilience.

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And just as a quick reminder,

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you all are in the educational field

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so you know the value
of multimodal learning.

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So if you wanna take notes

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as a way to have a kinesthetic experience.

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You'll have a visual experience.

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You'll have an auditory experience.

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So just multiple senses being activated

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to help with the learning today.

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So what are we gonna do today?

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Throughout this time together,

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I'm really gonna emphasize the need

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for wellness and reflective practice

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as a method of workforce development.

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We're gonna take a look at the
multi-dimensions of trauma,

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very quickly.

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We wanna discuss the four premises

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of trauma-responsive/informed schools.

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Gonna lay some foundational
intervention considerations

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for all of you.

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Lay out, lay down.

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And again, throughout this,

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increase that understanding
of the alignment

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between trauma-informed schools

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and a multi-tiered system of support

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or the PBIS framework.

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Really look at the difference

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between post-traumatic stress disorder

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and developmental trauma.

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We'll examine the domains of functioning,

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and some intervention strategies

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that could be utilized at
all three tiers of support

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to help kids be more successful

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in accessing their academics.

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As I said very early on, one
of the first things I said,

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that this is really hard
and sometimes this topic

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can activate things in us, right,

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that makes us feel distressed or sad

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or worried or concerned or even angry.

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So I wanna make sure that people

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have opportunities to
take care of themselves

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and notice those experiences.

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Pay attention to those
experiences and honor them,

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and take what you need to take

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in order to be well
throughout this presentation.

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It's also important to think about

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when we think about kids

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who've experienced developmental trauma

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as air quote, "them."

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We further marginalize them as a group

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that has something
that's happened to them,

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that is unique.

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When I think about all the people

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that are participating
today, I have no doubt

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that you know someone
in your intimate circle,

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or perhaps yourself,

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that's experienced some
interpersonal violence.

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We have to tap into that distress
and suffering in ourselves

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if we're gonna really enhance
our empathic response to kids,

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because when we join in their experience

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by understanding we all
experienced stressful experiences,

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we've all experienced suffering.

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It increases our capacity to be,

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as I said, empathic,

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and it strengthens our adult assets

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to be able to intervene

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which includes our wellness
and our resilience.

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So it really is all of us.

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So just spend a couple of minutes here

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about taking care of
ourselves and each other.

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So we had a coordinator's
meeting in January

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and our wonderful
colleague, Rebecca Lauer,

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introduced to us self-compassion breaks.

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And I'm not gonna go through
a self-compassion break

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but what I love about this slide,

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and you'll see at the
bottom there are some links

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that you can click onto, if you so desire,

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for self-guided compassion breaks

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by a couple of different presenters.

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But it's just so important

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as we think about building
our own resilience,

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that we are paying attention
to taking care of ourselves

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and in designing systems to
take care of ourselves as well.

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That it's okay to say,
"ouch," or "this sucks,"

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or "this hurts," or "this is
stressful," or "I'm in pain,"

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and it's okay to know
that you're not alone.

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We can let go of our bootstrap philosophy

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that infiltrates many of the ways

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that we are with one another

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and we are with ourselves.

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To allow ourselves to say,

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"This is hard and it's
okay to be nice to myself.

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It's okay to be forgiving to myself."

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And we wanna pay attention

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to when we're really
focusing on self-compassion.

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You know, are we motivated?

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Are we intrigued?

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Are we annoyed?

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Are we triggered?

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Are we excited?

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If we understand our own suffering

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and we're self-compassionate to ourselves,

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we're gonna be much better
able to be self-compassionate

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to the students and the families

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that we support in our
educational journeys.

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And we also wanna have
moments where we're joining

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with our colleagues in their own distress.

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I like to think about,

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when I think of self-compassion,

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relative deprivation.

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So what may be really stressful to me,

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may not be stressful to Cassandra, right.

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But that doesn't in any way
invalidate my experience.

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So let's say on the way to work today,

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although I'm in my basement,

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but let's pretend I was
driving to work today

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and on the side of the road,

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I saw a raccoon and I
was just really worried

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about that raccoon's safety, right.

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And I came to work and I said,

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"Cassandra, I just saw a
raccoon on the side of the road.

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I'm so worried."

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And Cassandra thinks, "Oh my God, really?

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I got up, I had two kids
I had to get to school.

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The coffee maker didn't work.

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My husband's out of town,

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and you're worried about
a frickin' raccoon?

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Come on, Kym!"

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But if we're really gonna
be self-compassionate

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with one another?

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We're gonna join in that experience.

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Tap into our own compassion

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for the other person's experience,

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and not dismiss it
because it's not something

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that would be causing us distress, right.

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We don't wanna reduce that
experience with each other

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nor do we wanna reduce the
experience that our kids feel.

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So self-compassion is the ticket.

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One of the tickets to
building our own resilience.

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Another wonderful graphic
that our colleague,

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Rebecca Lauer, shared with us.

267
00:10:38,980 --> 00:10:40,840
And what I love about this graphic

268
00:10:40,840 --> 00:10:45,080
is for far too long we have focused

269
00:10:45,080 --> 00:10:47,330
on the importance of wellness

270
00:10:47,330 --> 00:10:49,970
as an individual responsibility.

271
00:10:49,970 --> 00:10:52,330
I can tell you that if I had a nickel

272
00:10:52,330 --> 00:10:54,557
for every time in an
interview, I asked someone,

273
00:10:54,557 --> 00:10:56,867
"Can you tell me what you do
to take care of yourself?"

274
00:10:56,867 --> 00:11:00,820
I'd have a real, really,
really big pile of nickels.

275
00:11:00,820 --> 00:11:02,990
I don't ask that question much anymore

276
00:11:02,990 --> 00:11:04,210
because I recognize,

277
00:11:04,210 --> 00:11:05,610
and we all should recognize,

278
00:11:05,610 --> 00:11:09,160
that the universal
intervention for wellness

279
00:11:09,160 --> 00:11:11,920
is at the organizational level.

280
00:11:11,920 --> 00:11:13,930
Finally, as a community of providers,

281
00:11:13,930 --> 00:11:16,790
educators, as caregivers,

282
00:11:16,790 --> 00:11:19,253
we're shifting our language to co-care.

283
00:11:20,250 --> 00:11:22,270
Excuse me, or community care.

284
00:11:22,270 --> 00:11:23,943
And we wanna think about like,

285
00:11:25,340 --> 00:11:29,820
how can we enhance
building our communities

286
00:11:29,820 --> 00:11:31,240
to shift the focus from

287
00:11:31,240 --> 00:11:33,690
what do you need to do as an individual,

288
00:11:33,690 --> 00:11:36,320
to what do we need to do?

289
00:11:36,320 --> 00:11:38,870
It's sort of analogous to
that phrase that we hear a lot

290
00:11:38,870 --> 00:11:40,880
in trauma-informed/trauma-responsive care

291
00:11:40,880 --> 00:11:42,450
where we shift our framework

292
00:11:42,450 --> 00:11:44,280
from why did you do that,

293
00:11:44,280 --> 00:11:45,420
or what's wrong with you,

294
00:11:45,420 --> 00:11:47,143
to what happened to you?

295
00:11:48,694 --> 00:11:50,980
We want our administrators
and our buildings

296
00:11:50,980 --> 00:11:55,560
to instill these micro-moments of wellness

297
00:11:55,560 --> 00:11:57,310
in our days, every day,

298
00:11:57,310 --> 00:11:59,883
as well as micro-moments of reflection.

299
00:12:00,720 --> 00:12:03,610
We have to address it organizationally

300
00:12:03,610 --> 00:12:06,730
or we're gonna be feeling
like we are not able

301
00:12:06,730 --> 00:12:08,703
to engage in self-compassion.

302
00:12:10,227 --> 00:12:11,610
We're gonna feel very alone

303
00:12:11,610 --> 00:12:13,370
in our journey to wellness.

304
00:12:13,370 --> 00:12:14,640
And we also wanna think about like,

305
00:12:14,640 --> 00:12:18,680
who needs to be in the room
with you to achieve wellness?

306
00:12:18,680 --> 00:12:20,050
In your buildings?

307
00:12:20,050 --> 00:12:21,323
Is it a colleague?

308
00:12:23,659 --> 00:12:25,280
Do you have a therapy dog?

309
00:12:25,280 --> 00:12:27,130
Is there someone that has a fish tank?

310
00:12:27,130 --> 00:12:30,290
Does that help enhance your wellness?

311
00:12:30,290 --> 00:12:32,130
And on your personal life,

312
00:12:32,130 --> 00:12:34,750
who needs to be a part of
your wellness team as well?

313
00:12:34,750 --> 00:12:37,090
So for example, I know
part of my wellness team

314
00:12:37,090 --> 00:12:39,040
is my cat and my puppy.

315
00:12:39,040 --> 00:12:41,780
Although sometimes my puppy
does not help my wellness

316
00:12:41,780 --> 00:12:43,740
'cause she's very excitable,

317
00:12:43,740 --> 00:12:45,360
but I also have my husband.

318
00:12:45,360 --> 00:12:47,703
I do a lot of exercise and workouts.

319
00:12:49,078 --> 00:12:50,200
You wanna really be thinking

320
00:12:50,200 --> 00:12:53,290
about wellness is not an
individual responsibility,

321
00:12:53,290 --> 00:12:56,737
it is a collective
community responsibility.

322
00:12:56,737 --> 00:13:00,400
So how are we going to make
sure that we're doing that?

323
00:13:00,400 --> 00:13:02,300
And I wanna put in the chat,

324
00:13:02,300 --> 00:13:04,370
just bear with me a minute.

325
00:13:04,370 --> 00:13:07,330
Or maybe Anne or Cassandra, you can do it.

326
00:13:07,330 --> 00:13:11,190
The resources that we have
from the website for educators.

327
00:13:11,190 --> 00:13:14,750
The link to that resource
on our Vermont PBIS website.

328
00:13:14,750 --> 00:13:16,750
Cassandra, is that something you can do?

329
00:13:17,880 --> 00:13:19,250
- Yeah, I'll go ahead and post that.

330
00:13:19,250 --> 00:13:20,083
- [Kym] Thanks.

331
00:13:20,083 --> 00:13:24,550
So we worked very hard
at the BEST Institute

332
00:13:24,550 --> 00:13:27,790
on developing a plethora of resources

333
00:13:27,790 --> 00:13:30,100
for all of you to access

334
00:13:30,100 --> 00:13:32,440
that can be short-term and long-term.

335
00:13:32,440 --> 00:13:34,890
And so, Cassandra will
put that in the chat

336
00:13:34,890 --> 00:13:38,163
and that's another way for
us to help build resilience.

337
00:13:39,745 --> 00:13:41,330
Also wanna really take a moment

338
00:13:41,330 --> 00:13:43,530
to focus on our stress continuum,

339
00:13:43,530 --> 00:13:48,530
and emphasize that stress is
community property, right,

340
00:13:48,680 --> 00:13:51,580
and we all have responsibility
for the success of others

341
00:13:51,580 --> 00:13:55,600
because we know that our
connections moderate stress.

342
00:13:55,600 --> 00:13:58,380
So again, it's not an
individual responsibility

343
00:13:58,380 --> 00:13:59,790
to build resilience.

344
00:13:59,790 --> 00:14:01,800
It's not an individual responsibility

345
00:14:01,800 --> 00:14:04,380
to enhance and experience wellness,

346
00:14:04,380 --> 00:14:07,020
and it's not an individual responsibility

347
00:14:07,020 --> 00:14:10,300
to be able to engage in self-compassion.

348
00:14:10,300 --> 00:14:15,300
If I were to ask you to
raise your virtual hands

349
00:14:15,840 --> 00:14:17,550
or just put in the chat.

350
00:14:17,550 --> 00:14:19,550
Maybe I'll ask you to put in the chat.

351
00:14:19,550 --> 00:14:21,110
Could anyone on the call today,

352
00:14:21,110 --> 00:14:25,020
tell me if you have
ever experienced stress?

353
00:14:25,020 --> 00:14:26,663
Just yes or no, in the chat.

354
00:14:30,860 --> 00:14:32,623
What are we seeing, Cassandra?

355
00:14:34,300 --> 00:14:35,860
- We're seeing lots of yeses.

356
00:14:35,860 --> 00:14:37,450
- [Kym] Okay.
- All, yeses in fact.

357
00:14:37,450 --> 00:14:38,878
- [Kym] Laughing out loud, yes.

358
00:14:38,878 --> 00:14:41,155
- Yeah, of course.
- Yes, exclamation points.

359
00:14:41,155 --> 00:14:41,988
- Yes.
- [Kym] Okay.

360
00:14:41,988 --> 00:14:43,000
Kind of a silly question.

361
00:14:43,000 --> 00:14:45,050
I always keep hoping
I'll see a no in the chat

362
00:14:45,050 --> 00:14:46,500
because I'm gonna find that person.

363
00:14:46,500 --> 00:14:48,270
I'm gonna have them do a workshop

364
00:14:48,270 --> 00:14:49,970
on like, how do you do that?

365
00:14:49,970 --> 00:14:51,330
How do you have a world

366
00:14:51,330 --> 00:14:53,080
where you're not experiencing stress?

367
00:14:53,080 --> 00:14:54,420
And you know, what we know about stress

368
00:14:54,420 --> 00:14:57,300
is it really reveals unique
attributes about ourselves,

369
00:14:57,300 --> 00:14:58,490
and sometimes they're positive

370
00:14:58,490 --> 00:15:00,290
and sometimes they're negative.

371
00:15:00,290 --> 00:15:02,223
Certainly in the times of COVID,

372
00:15:03,300 --> 00:15:04,940
we've learned a lot about ourselves.

373
00:15:04,940 --> 00:15:06,650
Things that we didn't necessarily know

374
00:15:06,650 --> 00:15:08,363
about ourselves before.

375
00:15:09,200 --> 00:15:10,410
But we also know that stress

376
00:15:10,410 --> 00:15:13,330
can increase or activate
our implicit bias.

377
00:15:13,330 --> 00:15:16,420
You know, kind of what
we don't think we think.

378
00:15:16,420 --> 00:15:19,760
We also think of this
as implicit cognition.

379
00:15:19,760 --> 00:15:23,170
That's, you know, the
attributes or the stereotypes

380
00:15:23,170 --> 00:15:25,100
that effect our understanding,

381
00:15:25,100 --> 00:15:26,940
effects our actions,

382
00:15:26,940 --> 00:15:28,290
effects our decisions,

383
00:15:28,290 --> 00:15:30,000
sort of in this unconscious manner.

384
00:15:30,000 --> 00:15:31,580
An example that I like to think about,

385
00:15:31,580 --> 00:15:33,680
about my own implicit biases.

386
00:15:33,680 --> 00:15:34,690
I grew up in a family

387
00:15:34,690 --> 00:15:37,230
where being on time meant you were early

388
00:15:37,230 --> 00:15:38,640
and so if someone was late,

389
00:15:38,640 --> 00:15:40,350
that was interpreted by my family

390
00:15:40,350 --> 00:15:42,700
as someone being irresponsible.

391
00:15:42,700 --> 00:15:45,240
Then I spent many, many years,

392
00:15:45,240 --> 00:15:46,550
about a decade and a half,

393
00:15:46,550 --> 00:15:48,890
in a culture where being on time

394
00:15:48,890 --> 00:15:51,010
was not a valued attribute.

395
00:15:51,010 --> 00:15:53,900
And for years, I struggled
with people not being on time

396
00:15:53,900 --> 00:15:57,360
and I assigned to them,
because of my implicit bias,

397
00:15:57,360 --> 00:15:59,110
that they were irresponsible.

398
00:15:59,110 --> 00:16:00,980
Until I became more acculturated,

399
00:16:00,980 --> 00:16:04,110
and frankly, more compassionate

400
00:16:04,110 --> 00:16:07,190
about different
perspectives on time, right.

401
00:16:07,190 --> 00:16:08,990
So when we're under stress,

402
00:16:08,990 --> 00:16:10,860
it activates our implicit bias.

403
00:16:10,860 --> 00:16:12,900
We need to pay attention to that.

404
00:16:12,900 --> 00:16:15,730
But if we think about
a co-community of care

405
00:16:15,730 --> 00:16:17,050
when we think about co-care

406
00:16:17,050 --> 00:16:19,410
and building resilience and wellness?

407
00:16:19,410 --> 00:16:21,400
If we're all taking responsibility

408
00:16:21,400 --> 00:16:22,990
for our community stress

409
00:16:22,990 --> 00:16:25,910
then we can help one another
in naming and noticing

410
00:16:28,242 --> 00:16:30,440
when we're experiencing some of our biases

411
00:16:30,440 --> 00:16:34,530
or when we're struggling
with managing our stress,

412
00:16:34,530 --> 00:16:38,150
and this is where
reflection on our own part

413
00:16:38,150 --> 00:16:42,200
and reflection from our
colleagues comes into place.

414
00:16:42,200 --> 00:16:43,550
So we have a choice here.

415
00:16:43,550 --> 00:16:47,090
We can get really stuck
and frustrated and blame.

416
00:16:47,090 --> 00:16:48,530
This is this person's fault,

417
00:16:48,530 --> 00:16:50,930
or it's that system's fault.

418
00:16:50,930 --> 00:16:53,080
Or we can join in the knowledge

419
00:16:53,080 --> 00:16:56,200
that our connections do
actually moderate stress,

420
00:16:56,200 --> 00:16:58,300
and we don't hold it unilaterally,

421
00:16:58,300 --> 00:16:59,930
and that we can work together

422
00:16:59,930 --> 00:17:03,310
to reduce the amount of
stress that is causing us

423
00:17:03,310 --> 00:17:07,163
to not function at our best level.

424
00:17:08,370 --> 00:17:11,277
- Kym, we have a question from Ashley.

425
00:17:11,277 --> 00:17:14,567
"If our organization does
not prioritize wellness

426
00:17:14,567 --> 00:17:17,750
and the work does fall to the individuals,

427
00:17:17,750 --> 00:17:20,967
do you have recommendations
or other resources?"

428
00:17:22,520 --> 00:17:24,520
- Yeah, thanks Ashley,

429
00:17:24,520 --> 00:17:27,158
that's a really great question.

430
00:17:27,158 --> 00:17:29,620
I'm just gonna un-share for a second,

431
00:17:29,620 --> 00:17:32,523
and I would welcome other
people's ideas about this.

432
00:17:33,720 --> 00:17:35,820
This is not the first
time that I've heard that.

433
00:17:35,820 --> 00:17:37,810
There are other groupings

434
00:17:37,810 --> 00:17:39,493
that you can take advantage of.

435
00:17:40,530 --> 00:17:43,280
For example, if you have
professional learning communities,

436
00:17:43,280 --> 00:17:46,120
you can take advantage of those.

437
00:17:46,120 --> 00:17:50,380
If you have any kind of
committees in the school.

438
00:17:50,380 --> 00:17:53,280
You know, wellness committees
or something like that.

439
00:17:53,280 --> 00:17:55,903
Asking them if they can find ways to,

440
00:17:56,830 --> 00:17:58,490
I was gonna use the word infiltrate

441
00:17:58,490 --> 00:18:00,900
but that sounds a little bit aggressive,

442
00:18:00,900 --> 00:18:03,300
but can they find ways to be more a part

443
00:18:03,300 --> 00:18:06,910
of staff meetings, for example,

444
00:18:06,910 --> 00:18:11,083
to initiate some sort of
wellness activities for them.

445
00:18:12,550 --> 00:18:14,980
Accessing, are there
some community resources

446
00:18:14,980 --> 00:18:18,210
that you can use that
can come into the school?

447
00:18:18,210 --> 00:18:22,140
And then, you know, I don't
know enough about school unions

448
00:18:23,440 --> 00:18:26,260
to wonder if they can
provide any support in this.

449
00:18:26,260 --> 00:18:29,450
But I can't emphasize enough Ashley,

450
00:18:29,450 --> 00:18:34,450
how important it is
that it is incorporated

451
00:18:34,630 --> 00:18:37,303
into your daily practices.

452
00:18:38,460 --> 00:18:40,330
I guess I would also suggest

453
00:18:40,330 --> 00:18:42,540
that if you have colleagues
in your buildings

454
00:18:42,540 --> 00:18:45,490
or in your district or supervisory union,

455
00:18:45,490 --> 00:18:48,770
that share in this
knowledge of the importance,

456
00:18:48,770 --> 00:18:51,010
that they're also tapping

457
00:18:51,010 --> 00:18:52,860
into their own resilience and wellness

458
00:18:52,860 --> 00:18:55,840
to support you in your
resilience and wellness journey.

459
00:18:55,840 --> 00:18:57,090
And I really would love to hear

460
00:18:57,090 --> 00:18:58,540
from other people on the call

461
00:18:59,470 --> 00:19:01,910
if you're in a district or SU or building

462
00:19:01,910 --> 00:19:04,370
where that hasn't been prioritized yet,

463
00:19:04,370 --> 00:19:07,573
what types of strategies are you using?

464
00:19:08,800 --> 00:19:09,880
If people can either unmute

465
00:19:09,880 --> 00:19:11,723
or put in the chat their ideas?

466
00:19:25,146 --> 00:19:26,350
- I'll just throw this out there.

467
00:19:26,350 --> 00:19:30,810
So I worked down in WNESU-
- Thanks, Keri.

468
00:19:30,810 --> 00:19:33,593
and in one of the little
smaller elementary schools.

469
00:19:35,770 --> 00:19:38,350
Every other week, they
don't have a staff meeting.

470
00:19:38,350 --> 00:19:41,280
So just within the last three weeks,

471
00:19:41,280 --> 00:19:44,730
they've taken on this
idea of community care.

472
00:19:44,730 --> 00:19:48,170
And it's optional, but after school

473
00:19:48,170 --> 00:19:50,103
instead of the staff
meeting every other week,

474
00:19:50,103 --> 00:19:52,370
they're engaging in different activities

475
00:19:52,370 --> 00:19:55,490
like tonight's "Brews and Burgers."

476
00:19:55,490 --> 00:19:57,260
They're going to a local restaurant.

477
00:19:57,260 --> 00:19:59,960
Sometimes it's basket weaving.

478
00:19:59,960 --> 00:20:01,850
Junk journal making.

479
00:20:01,850 --> 00:20:06,470
They're gonna make meals
and then disperse them

480
00:20:06,470 --> 00:20:07,710
and send them home with each other,

481
00:20:07,710 --> 00:20:10,440
so then everybody has
a week full of meals.

482
00:20:10,440 --> 00:20:12,240
- So it's happening-
- [Kym] Nice.

483
00:20:12,240 --> 00:20:15,817
- you know, after school every
other week, one day a week.

484
00:20:15,817 --> 00:20:18,490
And it's all optional, but it's out there

485
00:20:18,490 --> 00:20:20,760
for them to come together.

486
00:20:20,760 --> 00:20:21,700
- What a great idea, Keri.

487
00:20:21,700 --> 00:20:23,330
Thank you for sharing those.

488
00:20:23,330 --> 00:20:25,633
Anybody else have any ideas that they

489
00:20:26,516 --> 00:20:28,316
would like to share with this group?

490
00:20:30,867 --> 00:20:32,810
I also wanna refer back
to the link that...

491
00:20:32,810 --> 00:20:33,643
Oh, I'm sorry.

492
00:20:33,643 --> 00:20:35,100
I'm looking at the chat.

493
00:20:35,100 --> 00:20:35,933
Oops.

494
00:20:35,933 --> 00:20:37,090
Oh, great ideas in the chat.

495
00:20:37,090 --> 00:20:39,700
The link that Cassandra
put in the chat too,

496
00:20:39,700 --> 00:20:44,700
of the ideas for staff
wellness and staff resources,

497
00:20:46,050 --> 00:20:49,980
are also a resource that you can use.

498
00:20:49,980 --> 00:20:51,980
So Pam writes, "I'm a
part of a school district

499
00:20:51,980 --> 00:20:53,300
that does prioritize wellness.

500
00:20:53,300 --> 00:20:55,140
However, it did not always.

501
00:20:55,140 --> 00:20:56,860
I have worked with coworkers

502
00:20:56,860 --> 00:20:58,780
to advocate for more
professional development

503
00:20:58,780 --> 00:21:01,040
around the topic of
importance of wellness.

504
00:21:01,040 --> 00:21:02,260
Hopefully it will be an eye-opener

505
00:21:02,260 --> 00:21:03,280
to those who do not know."

506
00:21:03,280 --> 00:21:04,193
Thanks, Pam.

507
00:21:05,530 --> 00:21:06,703
And then, L. Peterson.

508
00:21:06,703 --> 00:21:10,230
So I don't know if that's
Lisa or Linda or Luann,

509
00:21:10,230 --> 00:21:12,430
but anyway, L. Peterson.

510
00:21:12,430 --> 00:21:13,867
Or Larry, it could be.

511
00:21:13,867 --> 00:21:17,440
"Our district provided free
weekly yoga for all staff."

512
00:21:17,440 --> 00:21:20,010
Yeah, so you can start small.

513
00:21:20,010 --> 00:21:21,830
And if it's not, again, a large priority

514
00:21:21,830 --> 00:21:23,100
for your building or your district,

515
00:21:23,100 --> 00:21:26,440
I highly encourage you to take advantage

516
00:21:26,440 --> 00:21:29,050
of small groups of colleagues.

517
00:21:29,050 --> 00:21:30,087
Robin talks about having

518
00:21:30,087 --> 00:21:32,850
"weekly mindfulness once
a week in our district."

519
00:21:32,850 --> 00:21:34,390
Yeah, and those are after school events.

520
00:21:34,390 --> 00:21:35,890
It's great too, to incorporate

521
00:21:36,792 --> 00:21:38,350
into your daily interactions

522
00:21:38,350 --> 00:21:40,993
with your students' wellness
opportunities, right.

523
00:21:43,610 --> 00:21:45,090
There's contagion to our wellness.

524
00:21:45,090 --> 00:21:46,830
So if we're practicing it with students,

525
00:21:46,830 --> 00:21:49,640
we're also practicing it for ourselves.

526
00:21:49,640 --> 00:21:51,283
Thanks for those great ideas.

527
00:21:54,577 --> 00:21:55,410
Okay.

528
00:21:58,220 --> 00:22:00,910
So I wanna talk about...

529
00:22:02,950 --> 00:22:04,060
I wanna say this final point.

530
00:22:04,060 --> 00:22:05,030
Stress is contagious,

531
00:22:05,030 --> 00:22:06,210
but so is calm, right.

532
00:22:06,210 --> 00:22:07,950
So again, when we think about joining

533
00:22:07,950 --> 00:22:11,090
with our colleagues in
a community of co-care,

534
00:22:11,090 --> 00:22:15,523
that helps us moderate the stress as well.

535
00:22:16,580 --> 00:22:18,620
Reflective practice and relationships.

536
00:22:18,620 --> 00:22:20,830
You can see on the right-hand
side of this slide,

537
00:22:20,830 --> 00:22:22,870
I talk about self-interrogation,

538
00:22:22,870 --> 00:22:25,660
curiosity, and relational muscle.

539
00:22:25,660 --> 00:22:27,920
This isn't a training
on reflective practice,

540
00:22:27,920 --> 00:22:30,423
but I do wanna touch on it briefly,

541
00:22:31,429 --> 00:22:33,780
and the MTSS fieldguide also notes

542
00:22:33,780 --> 00:22:36,580
that self-reflection sets the stage

543
00:22:36,580 --> 00:22:39,990
for building a culture
of systemic improvement.

544
00:22:39,990 --> 00:22:41,287
So reflective practices

545
00:22:41,287 --> 00:22:44,500
are when we intentionally
engage in relationships

546
00:22:44,500 --> 00:22:46,410
to better understand ourselves, right.

547
00:22:46,410 --> 00:22:49,283
To understand our physiological,

548
00:22:50,700 --> 00:22:52,720
our emotional, our behavioral,

549
00:22:52,720 --> 00:22:54,973
and our cognitive responses to the work,

550
00:22:57,210 --> 00:22:58,330
and how these relationships

551
00:22:58,330 --> 00:23:00,900
help us better understand
how to do the work

552
00:23:00,900 --> 00:23:04,070
and to be vulnerable by noticing for us

553
00:23:04,070 --> 00:23:07,810
when we cannot or simply are not noticing.

554
00:23:07,810 --> 00:23:10,210
So if I'm particularly stressed,

555
00:23:10,210 --> 00:23:11,580
I might rely on Cassandra

556
00:23:11,580 --> 00:23:13,370
to help me notice my stress level.

557
00:23:13,370 --> 00:23:15,750
She might be my co-regulator, right.

558
00:23:15,750 --> 00:23:18,170
She might help me
reflect on my interaction

559
00:23:18,170 --> 00:23:19,590
with a student or a colleague.

560
00:23:19,590 --> 00:23:21,960
Whether it was a really
good, positive interaction

561
00:23:21,960 --> 00:23:26,300
or whether it was a challenging,
stressful interaction.

562
00:23:26,300 --> 00:23:27,950
And I really wanna emphasize

563
00:23:27,950 --> 00:23:29,950
that when we think about
reflective practice,

564
00:23:29,950 --> 00:23:31,630
it invites vulnerability,

565
00:23:31,630 --> 00:23:33,410
but vulnerability isn't weakness

566
00:23:33,410 --> 00:23:35,780
and it's not self-indulgent.

567
00:23:35,780 --> 00:23:38,700
It's a way to sit with our experiences

568
00:23:38,700 --> 00:23:39,830
and grow from them,

569
00:23:39,830 --> 00:23:41,680
and we grow from them by getting feedback

570
00:23:41,680 --> 00:23:44,640
from our colleagues and that reflection.

571
00:23:44,640 --> 00:23:48,790
Really quickly, we don't come
to this field fully examined.

572
00:23:48,790 --> 00:23:52,270
We have significant
blinders in the work we do,

573
00:23:52,270 --> 00:23:54,250
and those blinders might
be lack of training.

574
00:23:54,250 --> 00:23:55,920
They might be our threshold of tolerance

575
00:23:55,920 --> 00:23:58,437
in a particular moment,
or you know that phrase,

576
00:23:58,437 --> 00:24:00,400
"I've always done it this way."

577
00:24:00,400 --> 00:24:01,700
We open those blinders.

578
00:24:01,700 --> 00:24:04,140
We eliminate those blinders
through our reflection.

579
00:24:04,140 --> 00:24:06,290
And the reason we're not fully examined

580
00:24:06,290 --> 00:24:07,690
is 'cause we're always changing, right.

581
00:24:07,690 --> 00:24:09,680
We have various variables in our lives.

582
00:24:09,680 --> 00:24:12,190
Whether it's our families, our partners,

583
00:24:12,190 --> 00:24:16,730
our jobs, our children, whatever it is.

584
00:24:16,730 --> 00:24:18,940
It's gonna influence how we see ourselves

585
00:24:18,940 --> 00:24:20,870
and how others see us.

586
00:24:20,870 --> 00:24:23,700
So reflective practice
offers us both a gift

587
00:24:23,700 --> 00:24:25,240
and it's a risk,

588
00:24:25,240 --> 00:24:28,313
and the gift is in the
risk as well, right.

589
00:24:29,899 --> 00:24:32,060
We need one another to be fully examined.

590
00:24:32,060 --> 00:24:35,733
We need one another to
experience those risks and gifts.

591
00:24:37,530 --> 00:24:39,020
People know things about me

592
00:24:39,020 --> 00:24:40,960
that I don't know about myself

593
00:24:40,960 --> 00:24:42,780
and as hard as I work to understand

594
00:24:42,780 --> 00:24:45,010
what my beliefs and biases are,

595
00:24:45,010 --> 00:24:47,410
I'm not always gonna know
the nuances of those.

596
00:24:47,410 --> 00:24:51,040
So I need you, all of
you, or my colleagues

597
00:24:52,150 --> 00:24:54,720
to talk to me about what
they're seeing in me.

598
00:24:54,720 --> 00:24:57,540
So I can constantly grow
and strengthen my resilience

599
00:24:57,540 --> 00:25:00,300
and strengthen my wellness.

600
00:25:00,300 --> 00:25:01,133
Excuse me.

601
00:25:02,930 --> 00:25:06,120
It improves our interactions with clients.

602
00:25:06,120 --> 00:25:07,550
Excuse me, students.

603
00:25:07,550 --> 00:25:09,370
Sometimes I'm in the
mental health field, right.

604
00:25:09,370 --> 00:25:10,840
When we are self-reflective

605
00:25:10,840 --> 00:25:12,340
and when we rely on our colleagues

606
00:25:12,340 --> 00:25:15,100
to help us be reflective,

607
00:25:15,100 --> 00:25:19,050
and by being reflective
and taking those risks

608
00:25:19,050 --> 00:25:21,470
and accepting the gifts of those risks

609
00:25:21,470 --> 00:25:25,240
and the knowledge of the
things that I do well,

610
00:25:25,240 --> 00:25:27,580
that strengthens my resilience.

611
00:25:27,580 --> 00:25:29,410
And I just want you all right now,

612
00:25:29,410 --> 00:25:30,620
just to take a moment.

613
00:25:30,620 --> 00:25:31,600
Just to take a moment.

614
00:25:31,600 --> 00:25:32,710
Close your eyes if you want to.

615
00:25:32,710 --> 00:25:35,960
Just marvel at your resilience.

616
00:25:35,960 --> 00:25:38,550
Marvel and celebrate
about what you've endured

617
00:25:38,550 --> 00:25:40,240
over the last couple of years,

618
00:25:40,240 --> 00:25:42,930
and here you are today taking advantage

619
00:25:42,930 --> 00:25:45,330
of professional development opportunity.

620
00:25:45,330 --> 00:25:47,550
You're going into your
buildings every day.

621
00:25:47,550 --> 00:25:49,160
Just marvel at it.

622
00:25:49,160 --> 00:25:50,670
Congratulate yourself.

623
00:25:50,670 --> 00:25:51,890
Pat yourself on the back.

624
00:25:51,890 --> 00:25:52,930
Do a butterfly hug.

625
00:25:52,930 --> 00:25:53,763
Do something.

626
00:25:53,763 --> 00:25:55,160
Celebrate it, because that

627
00:25:55,160 --> 00:25:57,653
is your resilient shining through,

628
00:25:58,870 --> 00:26:03,343
and it's just something that
I think is extraordinary.

629
00:26:04,570 --> 00:26:07,610
And the final thing I'll say
about reflective practice,

630
00:26:07,610 --> 00:26:10,230
and I know that we have
offered an opportunity

631
00:26:10,230 --> 00:26:13,410
through the BEST Project
for some self-reflective...

632
00:26:13,410 --> 00:26:16,020
Excuse me, reflective practice groups,

633
00:26:16,020 --> 00:26:18,350
is that when you start doing it...

634
00:26:18,350 --> 00:26:19,550
If you're not doing it already,

635
00:26:19,550 --> 00:26:20,730
I would encourage you to do it

636
00:26:20,730 --> 00:26:22,740
in a small, more intimate group

637
00:26:22,740 --> 00:26:24,710
and people with whom
you feel the most safe

638
00:26:24,710 --> 00:26:26,353
to take those risks.

639
00:26:29,360 --> 00:26:31,560
So when we think about inviting
humanity into the work.

640
00:26:31,560 --> 00:26:33,610
When we think about
our reflective practice

641
00:26:33,610 --> 00:26:35,900
and how we interact with our colleagues,

642
00:26:35,900 --> 00:26:39,130
I love this visual and
I wanna walk through it.

643
00:26:39,130 --> 00:26:41,690
When we think about how
we're going to respond

644
00:26:41,690 --> 00:26:44,070
to a colleague who might
be experiencing distress

645
00:26:44,070 --> 00:26:47,160
or we wanna give them feedback,
constructive or positive.

646
00:26:47,160 --> 00:26:49,440
The first thing we have to do is observe.

647
00:26:49,440 --> 00:26:51,260
Observe where we are in our body

648
00:26:51,260 --> 00:26:54,550
and observe their
non-verbal communication.

649
00:26:54,550 --> 00:26:56,870
Listen without interruption.

650
00:26:56,870 --> 00:27:01,870
Contain your desire to solve the problem.

651
00:27:02,120 --> 00:27:05,180
Contain your desire to
start formulating an answer

652
00:27:05,180 --> 00:27:08,010
to a problem when you haven't
heard the whole story.

653
00:27:08,010 --> 00:27:11,910
Wonder about what that experience
is like for that person.

654
00:27:11,910 --> 00:27:13,450
Tap into your own distress

655
00:27:13,450 --> 00:27:15,810
so that you can help join in theirs.

656
00:27:15,810 --> 00:27:18,640
And then, when you've gone
through those processes,

657
00:27:18,640 --> 00:27:19,543
respond.

658
00:27:21,688 --> 00:27:25,370
I'm curious from all of you,

659
00:27:25,370 --> 00:27:30,370
if you've ever begun to respond to someone

660
00:27:30,840 --> 00:27:32,773
before you've heard the whole story?

661
00:27:34,620 --> 00:27:36,300
Just think about that for a moment.

662
00:27:36,300 --> 00:27:39,260
Or to a student, have you
begun to respond to a student

663
00:27:39,260 --> 00:27:41,770
before you've heard the whole story?

664
00:27:41,770 --> 00:27:44,240
Or, here's something
that I'm great at doing.

665
00:27:44,240 --> 00:27:45,770
Someone starts telling me a story

666
00:27:45,770 --> 00:27:47,980
and I start telling them
something that's similar

667
00:27:47,980 --> 00:27:49,590
that I've experienced, right.

668
00:27:49,590 --> 00:27:52,040
So I completely invalidate their story.

669
00:27:52,040 --> 00:27:56,850
I don't contain my desire
to start talking to them.

670
00:27:56,850 --> 00:27:59,330
So this is a universal intervention.

671
00:27:59,330 --> 00:28:00,460
It's where we wanna move

672
00:28:00,460 --> 00:28:03,720
from a hierarchical,
evaluative, supervision model

673
00:28:03,720 --> 00:28:07,860
to more of a supportive
and reflective model.

674
00:28:07,860 --> 00:28:09,230
And similar to the work
that we do with students

675
00:28:09,230 --> 00:28:10,720
who have experienced trauma,

676
00:28:10,720 --> 00:28:13,610
we really have to slow the process down

677
00:28:13,610 --> 00:28:16,500
so we can really
understand what's going on.

678
00:28:16,500 --> 00:28:20,410
Not making an assumption
that we know the whole story

679
00:28:20,410 --> 00:28:23,860
from just a very small piece
of the story that's being told.

680
00:28:23,860 --> 00:28:25,580
And sometimes the response,

681
00:28:25,580 --> 00:28:28,250
the very bottom of this graphic,

682
00:28:28,250 --> 00:28:30,400
the response can be
something as simple as,

683
00:28:31,637 --> 00:28:33,480
"I'm not sure what I can do right now.

684
00:28:33,480 --> 00:28:34,810
I'm wondering if you can help me?

685
00:28:34,810 --> 00:28:37,200
Do you need me to hear
more about your story?

686
00:28:37,200 --> 00:28:38,950
Do you want me to share some thoughts

687
00:28:38,950 --> 00:28:40,937
that I have about your story?"

688
00:28:42,550 --> 00:28:45,910
And just really slowing the process down

689
00:28:45,910 --> 00:28:49,210
and not feeling rushed to
find a solution to a problem

690
00:28:49,210 --> 00:28:52,703
that may not have been fully
articulated or realized.

691
00:28:55,480 --> 00:28:59,180
So our resilience is tied
into our safety and security.

692
00:28:59,180 --> 00:29:01,680
And I love this umbrella
because it reminds me

693
00:29:01,680 --> 00:29:04,610
that for all of you to feel safe,

694
00:29:04,610 --> 00:29:06,000
you need this umbrella of safety

695
00:29:06,000 --> 00:29:09,310
from your organization's
organizational wellness

696
00:29:09,310 --> 00:29:12,300
and this is necessary for
kids to feel safe, right.

697
00:29:12,300 --> 00:29:13,763
We know that it's contagious.

698
00:29:14,932 --> 00:29:15,765
That stress is contagious.

699
00:29:16,860 --> 00:29:18,520
And our safety and security

700
00:29:18,520 --> 00:29:20,620
is derived from our wellness,

701
00:29:20,620 --> 00:29:23,800
and it's derived from our resilience.

702
00:29:23,800 --> 00:29:25,943
And I wanna show a graphic here.

703
00:29:27,530 --> 00:29:29,570
This is from the trauma-transformed work

704
00:29:29,570 --> 00:29:32,823
that's done at the Department
of Health in San Francisco.

705
00:29:33,900 --> 00:29:36,310
But notice the three
different descriptions

706
00:29:36,310 --> 00:29:40,120
of potential responses to trauma.

707
00:29:40,120 --> 00:29:43,780
So trauma-organized is
really being reactive, right.

708
00:29:43,780 --> 00:29:44,840
It's fragmented.

709
00:29:44,840 --> 00:29:46,703
It's authoritarian leadership.

710
00:29:47,930 --> 00:29:50,580
When we think about
trauma-informed or responsive,

711
00:29:50,580 --> 00:29:52,573
we're really integrating
knowledge about trauma

712
00:29:52,573 --> 00:29:54,807
into our policies, into our practices,

713
00:29:54,807 --> 00:29:56,700
and into our procedures, right.

714
00:29:56,700 --> 00:29:59,260
So we're having a shared language.

715
00:29:59,260 --> 00:30:02,160
We're understanding the nature
and the impact of trauma,

716
00:30:02,160 --> 00:30:03,950
and the importance of recovery.

717
00:30:03,950 --> 00:30:07,100
When we move to the healing organization,

718
00:30:07,100 --> 00:30:08,980
we're really making meaning out of things.

719
00:30:08,980 --> 00:30:10,450
We're growth-oriented.

720
00:30:10,450 --> 00:30:12,610
We're thinking about equity and inclusion.

721
00:30:12,610 --> 00:30:14,660
We're thinking about accountability

722
00:30:14,660 --> 00:30:17,450
and we're focusing more
on relational leadership

723
00:30:17,450 --> 00:30:20,573
rather than authoritarian
or hierarchical leadership.

724
00:30:21,890 --> 00:30:23,520
So I'm gonna ask you right now...

725
00:30:23,520 --> 00:30:24,670
I'm gonna stop sharing my screen.

726
00:30:24,670 --> 00:30:28,530
So think about those three
different components.

727
00:30:28,530 --> 00:30:30,060
Being trauma-organized.

728
00:30:30,060 --> 00:30:31,080
Being reactive.

729
00:30:31,080 --> 00:30:32,890
Trauma-informed.

730
00:30:32,890 --> 00:30:36,150
Integrating practices into
your day-to-day interactions.

731
00:30:36,150 --> 00:30:37,220
And healing,

732
00:30:37,220 --> 00:30:40,433
really moving towards being
reflective and relational.

733
00:30:41,500 --> 00:30:44,533
And I'm gonna put in the chat,

734
00:30:48,030 --> 00:30:50,290
bear with me one second,

735
00:30:50,290 --> 00:30:54,450
a link to an ideas board

736
00:30:58,930 --> 00:31:00,553
and what I'd like you to do,

737
00:31:04,750 --> 00:31:05,800
as I do this.

738
00:31:05,800 --> 00:31:06,640
I can do this.

739
00:31:06,640 --> 00:31:07,653
I can do this.

740
00:31:11,050 --> 00:31:13,530
I want you to click on
the link in the chat.

741
00:31:13,530 --> 00:31:15,530
It's gonna take you to an ideas board

742
00:31:15,530 --> 00:31:18,130
and what I'd like you to
do is in the ideas board,

743
00:31:18,130 --> 00:31:19,390
you'll see a little plus sign

744
00:31:19,390 --> 00:31:22,560
that plus sign will put
a sticky on the board

745
00:31:22,560 --> 00:31:24,700
and you can type on that
sticky your thoughts

746
00:31:24,700 --> 00:31:29,540
about where do you find yourself
in that trauma continuum.

747
00:31:29,540 --> 00:31:31,180
Are you being reactive

748
00:31:32,300 --> 00:31:34,990
or are you feeling more
trauma-informed/responsive,

749
00:31:34,990 --> 00:31:38,810
or do you feel like you're a
part of a healing organization,

750
00:31:38,810 --> 00:31:41,940
and/or what causes you
to move back and forth

751
00:31:41,940 --> 00:31:43,100
across that continuum?

752
00:31:43,100 --> 00:31:45,213
What do you need from your colleagues,

753
00:31:47,180 --> 00:31:49,490
from each other, to stay in

754
00:31:49,490 --> 00:31:52,170
that more
trauma-responsive/informed place,

755
00:31:52,170 --> 00:31:54,860
moving towards a healing organization?

756
00:31:54,860 --> 00:31:57,210
So go ahead and click on
the link, if you will,

757
00:31:58,310 --> 00:32:00,260
and talk to us about where you are

758
00:32:00,260 --> 00:32:01,503
on the trauma continuum.

759
00:32:30,830 --> 00:32:31,740
- Kym, are you able

760
00:32:31,740 --> 00:32:34,450
to put the trauma continuum slide back up

761
00:32:34,450 --> 00:32:36,717
for presentation, thank you.
- [Kym] Yes, yes.

762
00:32:36,717 --> 00:32:39,413
Yeah, thank you for that feedback.

763
00:32:45,263 --> 00:32:46,096
I think,

764
00:32:49,300 --> 00:32:51,603
hindsight is wonderful, right.

765
00:32:55,460 --> 00:32:56,789
I'm working on it.

766
00:32:56,789 --> 00:32:57,706
Here we go.

767
00:33:01,940 --> 00:33:03,343
Oh shoot, sorry.

768
00:33:08,099 --> 00:33:09,016
Here we go.

769
00:33:13,970 --> 00:33:15,810
So while I keep that slide up, Cassandra,

770
00:33:15,810 --> 00:33:18,230
I wonder, can you see the ideas board?

771
00:33:18,230 --> 00:33:21,170
Can you possibly tell us some
of the things you're seeing?

772
00:33:21,170 --> 00:33:22,663
- Yeah, absolutely.

773
00:33:23,650 --> 00:33:27,370
So it looks like a lot
of folks are saying...

774
00:33:27,370 --> 00:33:29,220
I'll just read off some of the examples

775
00:33:29,220 --> 00:33:31,550
in terms of where they're
landing on the continuum.

776
00:33:31,550 --> 00:33:34,080
So, "trauma-responsive.

777
00:33:34,080 --> 00:33:38,370
Trauma-responsive, moving
about the three categories.

778
00:33:38,370 --> 00:33:40,070
Trauma-informed, definitely,

779
00:33:40,070 --> 00:33:42,390
and moving to towards
healing organization.

780
00:33:42,390 --> 00:33:44,650
- [Kym] Great.
- Reactive and informed.

781
00:33:44,650 --> 00:33:47,400
In between trauma-informed

782
00:33:47,400 --> 00:33:49,623
and moving more to the healing.

783
00:33:50,830 --> 00:33:52,340
Need support from colleagues

784
00:33:52,340 --> 00:33:55,520
as well as feedback to stay centered.

785
00:33:55,520 --> 00:33:57,370
I move between the three,

786
00:33:57,370 --> 00:34:00,383
but really consider myself
to lean towards healing.

787
00:34:01,920 --> 00:34:04,970
Trauma-informed, moving
between the three for sure,

788
00:34:04,970 --> 00:34:07,120
but more informed.

789
00:34:07,120 --> 00:34:08,540
We are often reactive

790
00:34:08,540 --> 00:34:10,880
but have many proactive things in place.

791
00:34:10,880 --> 00:34:12,620
We have had a lot of training

792
00:34:12,620 --> 00:34:15,950
and get a lot of practice
every day, more to do.

793
00:34:15,950 --> 00:34:17,810
I recently moved from central New York

794
00:34:17,810 --> 00:34:21,210
and experienced very much a
trauma-organized organization,

795
00:34:21,210 --> 00:34:23,363
very competitive and reactive.

796
00:34:26,000 --> 00:34:28,840
I need my organization to
prioritize trauma-informed work

797
00:34:28,840 --> 00:34:32,930
and actually use it in practice
between admin and staff,

798
00:34:32,930 --> 00:34:34,737
and admin and students."

799
00:34:36,160 --> 00:34:37,373
- Thank you, Cassandra.

800
00:34:38,530 --> 00:34:39,580
- You're welcome.

801
00:34:39,580 --> 00:34:40,833
- Great, thanks.

802
00:34:41,700 --> 00:34:45,050
So I would encourage you all.

803
00:34:45,050 --> 00:34:46,970
You know, I think this graphic

804
00:34:46,970 --> 00:34:48,280
is a really important graphic.

805
00:34:48,280 --> 00:34:49,840
I think it's a great graphic to use

806
00:34:49,840 --> 00:34:52,130
in staff or faculty meeting, if possible,

807
00:34:52,130 --> 00:34:54,040
just to be able to reflect on this.

808
00:34:54,040 --> 00:34:56,550
Again, this is part of
reflective practice.

809
00:34:56,550 --> 00:34:57,700
And I can tell you, you know,

810
00:34:57,700 --> 00:34:59,790
I worked for NFI for quite a long time

811
00:34:59,790 --> 00:35:04,410
and I cannot extol the virtues
of that organization enough,

812
00:35:04,410 --> 00:35:05,970
and I would say we were definitely

813
00:35:05,970 --> 00:35:07,450
on the path to healing organization

814
00:35:07,450 --> 00:35:09,040
but we moved back and forth

815
00:35:09,040 --> 00:35:11,710
along this continuum, for sure.

816
00:35:11,710 --> 00:35:14,230
I can tell you during
COVID, things were hard

817
00:35:14,230 --> 00:35:15,500
and there were times where we felt

818
00:35:15,500 --> 00:35:18,860
like we were more trauma-organized
than trauma-informed.

819
00:35:18,860 --> 00:35:21,140
So this is about
self-compassion too, right.

820
00:35:21,140 --> 00:35:24,240
This is about saying, "Ah!
Right now I'm trauma-organized.

821
00:35:24,240 --> 00:35:25,960
I don't wanna be there.

822
00:35:25,960 --> 00:35:28,200
I need my colleagues to
help me move away from that,

823
00:35:28,200 --> 00:35:29,400
to notice that for me,

824
00:35:29,400 --> 00:35:30,710
to reflect with me,

825
00:35:30,710 --> 00:35:33,610
so I can get back on the
path of being trauma-informed

826
00:35:33,610 --> 00:35:35,810
or a healing organization."

827
00:35:35,810 --> 00:35:38,917
And to be compassionate
enough to yourself to say,

828
00:35:38,917 --> 00:35:40,950
"Ah, okay. I was there for a while

829
00:35:40,950 --> 00:35:44,000
but I'm moving away from that now," right.

830
00:35:44,000 --> 00:35:46,883
So that self-compassion
and forgiveness, right.

831
00:35:47,960 --> 00:35:50,750
Okay, so trauma is multi-dimensional.

832
00:35:50,750 --> 00:35:52,980
I'm gonna just spend a
couple minutes on this,

833
00:35:52,980 --> 00:35:54,983
but I think it's important as well.

834
00:35:56,090 --> 00:35:59,800
You know, when I think
of developmental trauma,

835
00:35:59,800 --> 00:36:01,510
I think of insidious trauma

836
00:36:03,530 --> 00:36:05,480
and I love this metaphor,

837
00:36:05,480 --> 00:36:09,150
it's kind of like drops
of acid on a rock, right.

838
00:36:09,150 --> 00:36:13,490
So one drop of acid isn't gonna
really cause a lot of harm,

839
00:36:13,490 --> 00:36:18,050
but eventually a lot of drops
of acid will create a fissure

840
00:36:18,050 --> 00:36:22,500
and too many fissures will
cause the stone to crack, right.

841
00:36:22,500 --> 00:36:27,040
So I know that I've been
very, very fortunate

842
00:36:27,040 --> 00:36:30,460
in my work with NFI and my
work with the BEST Project

843
00:36:30,460 --> 00:36:33,800
to really be elevating my
awareness, our awareness,

844
00:36:33,800 --> 00:36:36,260
about equity and inclusion.

845
00:36:36,260 --> 00:36:37,890
And I'm also aware that I'm a white,

846
00:36:37,890 --> 00:36:40,000
middle class, middle-aged woman

847
00:36:40,000 --> 00:36:43,750
and that, that influences
how I talk about trauma,

848
00:36:43,750 --> 00:36:46,040
that influences how I interact with kids

849
00:36:46,040 --> 00:36:48,290
who have experienced developmental trauma,

850
00:36:48,290 --> 00:36:52,100
and also influences how
I respond and interact

851
00:36:52,100 --> 00:36:55,950
to children of color, to people of color,

852
00:36:55,950 --> 00:36:59,603
to marginalized groups of people,

853
00:37:01,000 --> 00:37:04,150
and so I have to keep that in
the forefront of my thinking.

854
00:37:04,150 --> 00:37:07,050
I have to keep that in my
reflective practice as well,

855
00:37:07,050 --> 00:37:09,890
and I have to get feedback
from my colleagues

856
00:37:09,890 --> 00:37:12,600
so I can heighten my
awareness about my biases

857
00:37:12,600 --> 00:37:17,180
and build my resilience in
this level of my work as well.

858
00:37:17,180 --> 00:37:18,563
You know, insidious trauma.

859
00:37:20,149 --> 00:37:22,140
Let's see, what's the best
way to just describe it.

860
00:37:22,140 --> 00:37:24,763
It's like this looming,

861
00:37:26,520 --> 00:37:29,490
sometimes concrete threat
that one person's safety

862
00:37:29,490 --> 00:37:31,703
isn't as important as another's.

863
00:37:32,630 --> 00:37:33,560
Dr. Ken Hardy,

864
00:37:33,560 --> 00:37:35,740
who is an internationally-renowned speaker

865
00:37:35,740 --> 00:37:39,713
on issues of racial equity and inclusion,

866
00:37:40,760 --> 00:37:43,760
says that we have this theoretical
myth of sameness, right.

867
00:37:43,760 --> 00:37:44,900
That we have this belief

868
00:37:44,900 --> 00:37:46,700
that our experiences are all the same.

869
00:37:46,700 --> 00:37:49,570
So again, if Cassandra and I were to stand

870
00:37:50,730 --> 00:37:53,443
on a street corner and see a car accident?

871
00:37:54,810 --> 00:37:56,270
The theoretical myth of sameness

872
00:37:56,270 --> 00:37:58,100
would assume that we saw the same thing

873
00:37:58,100 --> 00:37:59,620
but because we're different people

874
00:37:59,620 --> 00:38:01,530
and we've had different experiences,

875
00:38:01,530 --> 00:38:04,800
we walk out of that with a
different experience, right.

876
00:38:04,800 --> 00:38:06,450
So this insidious trauma

877
00:38:06,450 --> 00:38:11,450
is caused by these chronic
microaggressions often.

878
00:38:13,280 --> 00:38:15,830
And like I said, one
microaggression is an ouch,

879
00:38:15,830 --> 00:38:17,810
but multiple, multiple microaggressions

880
00:38:17,810 --> 00:38:19,950
can cause this fissure
and eventually a crack.

881
00:38:19,950 --> 00:38:21,810
And we might see what seems

882
00:38:21,810 --> 00:38:24,260
to be like a really big reaction

883
00:38:24,260 --> 00:38:26,850
to something somewhat benign.

884
00:38:26,850 --> 00:38:31,070
But again, these
microaggressions for example...

885
00:38:31,070 --> 00:38:32,160
An example of micro?

886
00:38:32,160 --> 00:38:33,490
I don't see color,

887
00:38:33,490 --> 00:38:36,800
or we're all the same
race, the human race.

888
00:38:36,800 --> 00:38:39,410
Or waiting for another elevator

889
00:38:39,410 --> 00:38:42,060
if a person of color gets on that elevator

890
00:38:42,060 --> 00:38:43,610
if I'm a white person.

891
00:38:43,610 --> 00:38:45,020
Those are microaggressions

892
00:38:46,790 --> 00:38:48,410
and when they happen over and over again

893
00:38:48,410 --> 00:38:50,970
and you see someone have what
seems to be a big reaction,

894
00:38:50,970 --> 00:38:52,840
it's important for you to engage

895
00:38:52,840 --> 00:38:56,577
in wonder and curiosity
and think to yourself,

896
00:38:56,577 --> 00:38:58,730
"Perhaps for the umpteenth time today,

897
00:38:58,730 --> 00:39:02,430
I've caused this person
to feel marginalized.

898
00:39:02,430 --> 00:39:04,110
I've caused this feeling to feel

899
00:39:04,110 --> 00:39:07,380
as if he, she, they don't belong."

900
00:39:07,380 --> 00:39:10,490
And we wanna be thinking also about

901
00:39:10,490 --> 00:39:12,370
when we see a big reaction to something

902
00:39:12,370 --> 00:39:14,980
that seems somewhat benign,

903
00:39:14,980 --> 00:39:16,787
that we're asking our question,

904
00:39:16,787 --> 00:39:17,790
"What happened to you?"

905
00:39:17,790 --> 00:39:19,210
versus "What's wrong with you?"

906
00:39:19,210 --> 00:39:21,340
or "Why did you do that?"

907
00:39:21,340 --> 00:39:23,310
I also want to make
sure that we're talking

908
00:39:23,310 --> 00:39:26,130
about the legacy of historical trauma

909
00:39:26,130 --> 00:39:30,223
and how that impacts
our ability to function.

910
00:39:31,160 --> 00:39:34,540
We know that trauma is
rooted in oppression.

911
00:39:34,540 --> 00:39:37,390
Whether it's socioeconomic oppression,

912
00:39:37,390 --> 00:39:39,580
racial oppression, ethnic oppression.

913
00:39:39,580 --> 00:39:41,230
It's rooted in oppression

914
00:39:41,230 --> 00:39:43,500
and therefore our wellness
and our resilience,

915
00:39:43,500 --> 00:39:46,770
it becomes really a social justice issue.

916
00:39:46,770 --> 00:39:48,950
And if we're gonna uproot oppression,

917
00:39:48,950 --> 00:39:51,970
we have to be well enough
to examine our biases.

918
00:39:51,970 --> 00:39:54,483
We have to engage in self-reflection.

919
00:39:56,090 --> 00:39:57,510
And when we strengthen our wellness,

920
00:39:57,510 --> 00:39:59,420
when we strengthen our resilience,

921
00:39:59,420 --> 00:40:00,590
we are participating

922
00:40:00,590 --> 00:40:02,943
in the dismantling of oppression.

923
00:40:04,940 --> 00:40:06,367
I'm gonna quote Dr. Hardy again,

924
00:40:06,367 --> 00:40:07,380
"The person with the power

925
00:40:07,380 --> 00:40:09,700
has the most responsibility
for the relationship."

926
00:40:09,700 --> 00:40:11,790
So it's really critical
that we're thinking

927
00:40:11,790 --> 00:40:14,230
about where we are in
the power differential

928
00:40:14,230 --> 00:40:16,640
with our students, with our colleagues.

929
00:40:16,640 --> 00:40:17,960
If we're an administrator

930
00:40:17,960 --> 00:40:21,160
or because of our tenure,
we might have more power,

931
00:40:21,160 --> 00:40:25,290
and that we're being responsible
for that relationship,

932
00:40:25,290 --> 00:40:28,233
cognizant of that power,
and self-reflecting

933
00:40:28,233 --> 00:40:31,570
about what that power might
do to our relationship

934
00:40:31,570 --> 00:40:32,880
and how it might influence

935
00:40:32,880 --> 00:40:34,980
how we interact with one another,

936
00:40:34,980 --> 00:40:38,410
how we see ourselves, and
how we see our students.

937
00:40:38,410 --> 00:40:43,410
So we know that the legacy
of historical trauma lives on

938
00:40:43,490 --> 00:40:46,063
and it is expressed genetically.

939
00:40:47,010 --> 00:40:51,540
It is expressed in our
interactions with one another,

940
00:40:51,540 --> 00:40:53,190
and that we just have to be thoughtful

941
00:40:53,190 --> 00:40:55,410
that what we're seeing in the present

942
00:40:55,410 --> 00:40:59,020
has likely also been influenced
significantly by the past,

943
00:40:59,020 --> 00:41:01,140
either through direct experience

944
00:41:01,140 --> 00:41:06,140
or through genetic
expression and genetic...

945
00:41:08,510 --> 00:41:09,680
What's the word, sorry it just slipped.

946
00:41:09,680 --> 00:41:12,420
So we'll just stay with
genetic expression.

947
00:41:12,420 --> 00:41:14,480
And just to build a little bit on this

948
00:41:14,480 --> 00:41:16,990
when we think about, you know,
the Minority Stress Model

949
00:41:16,990 --> 00:41:20,070
who Meyers introduced in 2003

950
00:41:20,070 --> 00:41:22,033
and this quote from Adrianna Rich.

951
00:41:23,730 --> 00:41:25,350
Sometimes when we're working with kids

952
00:41:25,350 --> 00:41:26,960
who've experienced developmental trauma

953
00:41:26,960 --> 00:41:28,020
or we're working with kids

954
00:41:28,020 --> 00:41:31,363
who are in the minority in our classroom,

955
00:41:32,370 --> 00:41:36,280
we find ourselves creating
unintentionally an environment

956
00:41:36,280 --> 00:41:39,680
where kids can't share
important parts of themselves

957
00:41:39,680 --> 00:41:42,870
and so therefore, it's hard to
have meaningful conversations

958
00:41:42,870 --> 00:41:45,500
or they express parts of themselves

959
00:41:45,500 --> 00:41:48,630
in behavioral responses to their distress.

960
00:41:48,630 --> 00:41:51,220
So we wanna be thinking
about systemic influence

961
00:41:51,220 --> 00:41:54,460
as well as our own individual influence

962
00:41:54,460 --> 00:41:56,450
when we think about our
interactions with kids.

963
00:41:56,450 --> 00:41:58,290
We wanna build relevance

964
00:41:58,290 --> 00:42:00,600
in our teaching, in our interactions,

965
00:42:00,600 --> 00:42:04,300
and we wanna be monitoring
our self-disclosure,

966
00:42:04,300 --> 00:42:07,350
our verbal and non-verbal self-disclosure.

967
00:42:07,350 --> 00:42:09,410
So for example...

968
00:42:09,410 --> 00:42:11,570
I'm gonna stop sharing for a minute

969
00:42:11,570 --> 00:42:13,793
'cause I'm gonna ask you to use the chat.

970
00:42:15,630 --> 00:42:18,110
If I'm in a classroom full of students

971
00:42:18,110 --> 00:42:21,100
that, let's say, are primarily

972
00:42:21,100 --> 00:42:25,110
from a socioeconomically
disadvantaged community

973
00:42:25,110 --> 00:42:26,450
and I come into the classroom

974
00:42:26,450 --> 00:42:28,110
and I'm all put together, right.

975
00:42:28,110 --> 00:42:30,730
I've got my really put together clothes

976
00:42:30,730 --> 00:42:32,360
and I've got my nice jewelry

977
00:42:32,360 --> 00:42:35,570
and maybe I drove in,
in my really nice car,

978
00:42:35,570 --> 00:42:36,960
and I'm not representative

979
00:42:36,960 --> 00:42:39,913
of these young people at all.

980
00:42:41,110 --> 00:42:43,270
I could create this
disequilibrium for them

981
00:42:43,270 --> 00:42:44,160
because they look at me

982
00:42:44,160 --> 00:42:46,040
and they don't see themselves in me.

983
00:42:46,040 --> 00:42:47,250
Similar to kids of color.

984
00:42:47,250 --> 00:42:48,500
They look at me as a white woman.

985
00:42:48,500 --> 00:42:50,660
They don't see themselves in me.

986
00:42:50,660 --> 00:42:53,110
So we wanna be thoughtful always, about,

987
00:42:53,110 --> 00:42:55,500
are we creating this
psychic disequilibrium

988
00:42:55,500 --> 00:42:57,680
and how are we ensuring that kids feel

989
00:42:57,680 --> 00:43:00,800
like they have a voice
and they have a mirror

990
00:43:00,800 --> 00:43:02,800
in their learning experience?

991
00:43:02,800 --> 00:43:07,290
So I'm gonna invite you to
put in the chat, if you will.

992
00:43:07,290 --> 00:43:10,560
Can you think of some
experiences or some examples

993
00:43:10,560 --> 00:43:14,380
of describing the worlds
in which your kids are in,

994
00:43:14,380 --> 00:43:15,330
in your class classroom

995
00:43:15,330 --> 00:43:17,300
or whatever environment
they share with you

996
00:43:17,300 --> 00:43:19,560
in the building, in the school?

997
00:43:19,560 --> 00:43:22,330
Some examples of when they're in the world

998
00:43:22,330 --> 00:43:25,130
where they don't feel like
they're a part of that world?

999
00:43:29,410 --> 00:43:31,060
So go ahead and type in the chat,

1000
00:43:32,170 --> 00:43:33,740
some examples where your kids

1001
00:43:34,894 --> 00:43:37,000
are in their learning environment with you

1002
00:43:37,000 --> 00:43:38,270
and they don't feel like they're a part

1003
00:43:38,270 --> 00:43:39,460
of that learning environment

1004
00:43:39,460 --> 00:43:43,070
and what is it about either the content

1005
00:43:43,070 --> 00:43:45,423
or the physical environment, itself?

1006
00:43:57,887 --> 00:43:59,740
"When we did ALICE drill this week."

1007
00:43:59,740 --> 00:44:01,740
Oh, Ashley, can you say more about that?

1008
00:44:22,430 --> 00:44:26,270
- I believe ALICE is the run, hide, fight.

1009
00:44:26,270 --> 00:44:27,470
- Yes.
- Something similar.

1010
00:44:27,470 --> 00:44:28,450
Is that correct?

1011
00:44:28,450 --> 00:44:30,040
- Yeah, I'm familiar with ALICE.

1012
00:44:30,040 --> 00:44:31,920
I just wondered how that caused kids

1013
00:44:31,920 --> 00:44:33,577
to feel like they weren't
a part of something.

1014
00:44:33,577 --> 00:44:36,260
"We also had to do a
lockdown," thanks Ashley.

1015
00:44:36,260 --> 00:44:37,410
Two Ashleys.
- Mm-hmm.

1016
00:44:53,970 --> 00:44:54,803
- Okay.

1017
00:44:56,017 --> 00:44:57,990
"Some kids were worried
it was about them."

1018
00:44:57,990 --> 00:44:58,860
Okay, thank you.

1019
00:44:58,860 --> 00:45:01,257
Thanks for that clarification, Ashley.

1020
00:45:01,257 --> 00:45:03,130
"Museum of Science in Boston."

1021
00:45:03,130 --> 00:45:04,060
Yeah, right?

1022
00:45:04,060 --> 00:45:05,437
So that might feel very different.

1023
00:45:05,437 --> 00:45:07,460
"They expressed fear, sadness, anxiety,

1024
00:45:07,460 --> 00:45:09,500
about the need in America

1025
00:45:09,500 --> 00:45:11,300
to run lockdown drills
for students and staff.

1026
00:45:11,300 --> 00:45:13,420
Then we had to transition
back to learning."

1027
00:45:13,420 --> 00:45:16,143
Right, thank you for that example, Ashley.

1028
00:45:19,719 --> 00:45:21,210
Let me just give it
another moment in the chat.

1029
00:45:21,210 --> 00:45:22,830
So we wanna really just be thoughtful

1030
00:45:22,830 --> 00:45:24,510
about what are we communicating

1031
00:45:24,510 --> 00:45:27,440
to our kids verbally or non-verbally.

1032
00:45:27,440 --> 00:45:28,860
What is happening in the content

1033
00:45:28,860 --> 00:45:31,450
that we're delivering
that might cause a kid

1034
00:45:31,450 --> 00:45:33,823
not to feel connected to their classroom?

1035
00:45:35,600 --> 00:45:39,060
There was just something in there about...

1036
00:45:40,200 --> 00:45:41,177
Oh, here we go.

1037
00:45:41,177 --> 00:45:43,050
"We have a transgender
child in our classroom

1038
00:45:43,050 --> 00:45:45,230
and frequently use the
incorrect gender term,

1039
00:45:45,230 --> 00:45:47,510
and I can witness her
immediate detachment."

1040
00:45:47,510 --> 00:45:50,180
That is a very powerful example, Mary.

1041
00:45:50,180 --> 00:45:52,363
Absolutely very powerful example.

1042
00:45:56,710 --> 00:45:57,950
Thank you, "So an ALICE drill

1043
00:45:57,950 --> 00:46:00,400
and having go back to normal

1044
00:46:00,400 --> 00:46:02,860
can cause kids to feel disconnected

1045
00:46:02,860 --> 00:46:05,380
or not sure what's going on."

1046
00:46:05,380 --> 00:46:07,370
So yeah, again, I just wanna emphasize

1047
00:46:07,370 --> 00:46:10,400
that being thoughtful about
the content you're delivering.

1048
00:46:10,400 --> 00:46:12,420
Genders and pronouns

1049
00:46:12,420 --> 00:46:14,550
is such an important piece.

1050
00:46:14,550 --> 00:46:17,350
What are you non-verbally
or verbally talking about

1051
00:46:17,350 --> 00:46:20,370
that cause kids to check out
and become more dissociative,

1052
00:46:20,370 --> 00:46:22,720
or distressed to the
point where they're having

1053
00:46:25,780 --> 00:46:28,080
a maladaptive reaction behaviorally

1054
00:46:28,080 --> 00:46:30,130
that's causing them to feel disconnected

1055
00:46:30,130 --> 00:46:31,760
and gets them out of the room

1056
00:46:31,760 --> 00:46:34,360
'cause they don't feel
connected to what's going on?

1057
00:46:36,070 --> 00:46:36,930
Okay.

1058
00:46:36,930 --> 00:46:37,763
Thank you.

1059
00:46:38,843 --> 00:46:41,570
I'm just gonna go back
to the screen share.

1060
00:46:52,543 --> 00:46:54,170
So I wanna talk a little bit

1061
00:46:54,170 --> 00:46:56,390
about social injury
requiring social healing

1062
00:46:56,390 --> 00:46:57,540
when we think about trauma.

1063
00:46:57,540 --> 00:46:59,090
It is a social injury.

1064
00:46:59,090 --> 00:47:00,550
Kids are hurt in relationships

1065
00:47:00,550 --> 00:47:02,340
so they need to heal in relationships

1066
00:47:02,340 --> 00:47:05,160
but that's really, really
hard because the relationships

1067
00:47:05,160 --> 00:47:07,717
are the very environment
in which kids were harmed,

1068
00:47:07,717 --> 00:47:11,180
and so they're weary and
they're leery of adults.

1069
00:47:11,180 --> 00:47:14,340
We have these co-regulatory networks

1070
00:47:14,340 --> 00:47:16,960
that they're responsible for regulation.

1071
00:47:16,960 --> 00:47:19,723
They're responsible for
relationship and reward.

1072
00:47:24,612 --> 00:47:28,620
When these co-regulatory
networks are wired well,

1073
00:47:28,620 --> 00:47:29,930
when babies' needs are met,

1074
00:47:29,930 --> 00:47:31,250
when they're relationally active,

1075
00:47:31,250 --> 00:47:33,760
and the reward neurology is activated,

1076
00:47:33,760 --> 00:47:35,380
it's a reciprocal experience, right.

1077
00:47:35,380 --> 00:47:37,950
We have these dopaminergic
reward centers that light up

1078
00:47:37,950 --> 00:47:39,970
when we have these really
positive interactions

1079
00:47:39,970 --> 00:47:41,140
with each other.

1080
00:47:41,140 --> 00:47:43,090
And when our neuronal connections

1081
00:47:43,090 --> 00:47:44,860
are starting very early on,

1082
00:47:44,860 --> 00:47:47,080
if the kids are wired well,

1083
00:47:47,080 --> 00:47:48,000
this is going well.

1084
00:47:48,000 --> 00:47:49,900
So in optimal experiences,

1085
00:47:49,900 --> 00:47:52,010
the brain is connecting relationship

1086
00:47:52,010 --> 00:47:54,280
with reward and regulation, right.

1087
00:47:54,280 --> 00:47:57,530
And we know that connectedness to family,

1088
00:47:57,530 --> 00:48:00,220
to the community,
connectedness to culture,

1089
00:48:00,220 --> 00:48:02,640
is more predictive of our mental health

1090
00:48:02,640 --> 00:48:05,373
than our histories of adversity.

1091
00:48:06,910 --> 00:48:09,330
So we talk about causation
versus correlation.

1092
00:48:09,330 --> 00:48:11,040
So we know that there's a correlation

1093
00:48:11,040 --> 00:48:13,970
between adverse child
experience and poor outcomes.

1094
00:48:13,970 --> 00:48:15,440
Whether they're relational outcomes,

1095
00:48:15,440 --> 00:48:18,050
risk outcomes, health outcomes,

1096
00:48:18,050 --> 00:48:21,010
but there's not necessarily a causation

1097
00:48:21,010 --> 00:48:23,530
because connectedness has the power

1098
00:48:23,530 --> 00:48:25,900
to counterbalance adversity.

1099
00:48:25,900 --> 00:48:28,440
So when we have kids that
are relationally reactive.

1100
00:48:28,440 --> 00:48:31,730
Kids who have what we call
a hostile attribution bias.

1101
00:48:31,730 --> 00:48:34,080
Kids who have a neural pathway

1102
00:48:34,080 --> 00:48:36,820
or a neural template for
adults that were not safe.

1103
00:48:36,820 --> 00:48:39,340
When we constantly work on
these relationships with kids,

1104
00:48:39,340 --> 00:48:42,653
we build their resilience and
we build our own resilience.

1105
00:48:43,760 --> 00:48:46,970
We know also that the brain
continues to remodel itself

1106
00:48:46,970 --> 00:48:50,230
in response to experience
throughout our lives.

1107
00:48:50,230 --> 00:48:53,580
Our emerging understanding
of neuroplasticity, right.

1108
00:48:53,580 --> 00:48:55,640
The flexibility of our brains

1109
00:48:55,640 --> 00:48:57,530
is showing us that relationships

1110
00:48:57,530 --> 00:49:00,990
can actually stimulate neuronal activation

1111
00:49:00,990 --> 00:49:04,010
and even remove the synaptic legacy

1112
00:49:04,010 --> 00:49:06,010
of early social experience.

1113
00:49:06,010 --> 00:49:07,430
So that's the good news, right.

1114
00:49:07,430 --> 00:49:08,460
It's hard.

1115
00:49:08,460 --> 00:49:10,570
If we are persistent

1116
00:49:10,570 --> 00:49:12,020
and are working on our wellness

1117
00:49:12,020 --> 00:49:13,610
and we are being self-reflective

1118
00:49:13,610 --> 00:49:15,320
and we're being self-compassionate,

1119
00:49:15,320 --> 00:49:17,930
we will have the strength and the capacity

1120
00:49:17,930 --> 00:49:20,630
to tolerate the rupture
and repair in relationship

1121
00:49:20,630 --> 00:49:22,933
to engage in this social healing.

1122
00:49:24,300 --> 00:49:26,660
So we have to sustain our compassion.

1123
00:49:26,660 --> 00:49:28,680
We have to sustain our empathy

1124
00:49:29,520 --> 00:49:33,433
and we have to allow for
rejuvenation and revitalization.

1125
00:49:35,220 --> 00:49:36,400
That goes again with, sort of,

1126
00:49:36,400 --> 00:49:39,113
the organizational
responsibility for wellness,

1127
00:49:40,720 --> 00:49:44,230
and to really strengthen
our compassion and caring.

1128
00:49:44,230 --> 00:49:45,960
Many of the kids that we work with

1129
00:49:45,960 --> 00:49:47,740
who've experienced developmental trauma,

1130
00:49:47,740 --> 00:49:49,223
sit in the world of shame.

1131
00:49:50,300 --> 00:49:52,130
That neural pathway's been reinforced

1132
00:49:52,130 --> 00:49:55,470
way, way, way too many
times, unfortunately,

1133
00:49:55,470 --> 00:49:57,320
and they have this sense of self

1134
00:49:57,320 --> 00:49:59,280
that they're bad, right.

1135
00:49:59,280 --> 00:50:00,530
Shame versus guilt.

1136
00:50:00,530 --> 00:50:03,163
I am bad versus I did something bad.

1137
00:50:05,220 --> 00:50:08,500
And you know, a lot of these
kids that we work with,

1138
00:50:08,500 --> 00:50:10,750
they really are more
afraid of living than dying

1139
00:50:10,750 --> 00:50:12,990
'cause living causes pain and discomfort.

1140
00:50:12,990 --> 00:50:15,530
So they engage in these really complex,

1141
00:50:15,530 --> 00:50:20,530
confusing, perplexing, maladaptive ways

1142
00:50:20,960 --> 00:50:23,340
of responding to stress
in their environment

1143
00:50:24,970 --> 00:50:26,510
and they use these destructive forms

1144
00:50:26,510 --> 00:50:27,510
of personal empowerment.

1145
00:50:27,510 --> 00:50:30,170
So again, our compassion,
our wellness, our resilience,

1146
00:50:30,170 --> 00:50:34,800
is critical to activate
that social healing.

1147
00:50:34,800 --> 00:50:37,340
'Cause if we're really
gonna hear their stories?

1148
00:50:37,340 --> 00:50:39,660
If we're gonna enter into
the darkness with them?

1149
00:50:39,660 --> 00:50:42,600
We must be well enough
to be fully present.

1150
00:50:42,600 --> 00:50:46,810
We have to be well enough
to sit in that discomfort.

1151
00:50:46,810 --> 00:50:48,390
Listen rather than problem-solve.

1152
00:50:48,390 --> 00:50:50,310
So going back to that graphic, right,

1153
00:50:50,310 --> 00:50:51,990
where we're gonna go
through all those steps

1154
00:50:51,990 --> 00:50:53,810
before we respond.

1155
00:50:53,810 --> 00:50:55,260
Again, tolerate that rupture

1156
00:50:55,260 --> 00:50:56,620
and repair of the relationship.

1157
00:50:56,620 --> 00:50:58,530
Focus on the repair.

1158
00:50:58,530 --> 00:50:59,963
Tolerate the rupture,

1159
00:51:01,040 --> 00:51:03,740
and think about, we are
treating broken relationships

1160
00:51:03,740 --> 00:51:07,170
when we're working to help
kids heal from trauma,

1161
00:51:07,170 --> 00:51:11,190
and we need our resilience to help develop

1162
00:51:11,190 --> 00:51:15,883
this healing-relational
opportunities for kids.

1163
00:51:17,180 --> 00:51:19,060
So I want you to just go
ahead and put in the chat,

1164
00:51:19,060 --> 00:51:20,683
what do you see right there?

1165
00:51:27,590 --> 00:51:29,073
It's not a trick question.

1166
00:51:30,060 --> 00:51:32,463
What do you see and how would you respond?

1167
00:51:37,447 --> 00:51:38,527
"Whale fin or shark fin."

1168
00:51:38,527 --> 00:51:39,780
"Shark fin, shark fin."

1169
00:51:39,780 --> 00:51:40,613
How would you respond?

1170
00:51:40,613 --> 00:51:42,580
"Danger, fear," Jen says.

1171
00:51:42,580 --> 00:51:44,047
Hi Jen, nice to see you.

1172
00:51:44,047 --> 00:51:45,677
"Shark fin, fear," yep.

1173
00:51:45,677 --> 00:51:47,170
"Terrifying."

1174
00:51:47,170 --> 00:51:48,110
Oh Robin, I'm sorry.

1175
00:51:48,110 --> 00:51:49,150
It's not a dolphin.

1176
00:51:49,150 --> 00:51:50,120
We can't always see what...

1177
00:51:50,120 --> 00:51:51,697
Oh, so Maurine, perfect.

1178
00:51:51,697 --> 00:51:53,407
"We can't always see
what's below the surface."

1179
00:51:53,407 --> 00:51:54,400
"Shark fin," yeah.

1180
00:51:54,400 --> 00:51:56,920
Thank you so much, right.

1181
00:51:56,920 --> 00:51:59,027
So I've used this many times.

1182
00:51:59,027 --> 00:52:01,920
"Oh exciting, as long as
I'm not swimming there."

1183
00:52:01,920 --> 00:52:02,820
Okay, Jennifer.

1184
00:52:02,820 --> 00:52:05,163
Great, that's an important point.

1185
00:52:06,310 --> 00:52:09,030
Yeah, so that is a shark fin

1186
00:52:09,030 --> 00:52:11,923
and that's representative
or analogous of behavior.

1187
00:52:13,350 --> 00:52:15,810
And what is below the shark fin,

1188
00:52:15,810 --> 00:52:17,810
really is a child, right,

1189
00:52:17,810 --> 00:52:21,420
who's swimming in a sea of
distress, abuse, and neglect,

1190
00:52:21,420 --> 00:52:23,170
and all of these different things.

1191
00:52:23,170 --> 00:52:26,280
These are elements of
developmental trauma.

1192
00:52:26,280 --> 00:52:27,113
Sorry.

1193
00:52:28,010 --> 00:52:29,750
And so what we wanna do

1194
00:52:29,750 --> 00:52:32,240
is we wanna develop a second theory

1195
00:52:33,670 --> 00:52:38,550
because how I see you
impacts how you see yourself.

1196
00:52:38,550 --> 00:52:40,107
And so if all we see is the behavior

1197
00:52:40,107 --> 00:52:42,620
and we don't understand the
drivers of the behavior,

1198
00:52:42,620 --> 00:52:44,120
we're gonna respond to the behavior

1199
00:52:44,120 --> 00:52:46,200
and ignore the child that's swimming

1200
00:52:46,200 --> 00:52:47,920
in this sea of distress.

1201
00:52:47,920 --> 00:52:50,133
This view contributes to inequity.

1202
00:52:52,180 --> 00:52:54,040
And if we see children differently

1203
00:52:54,040 --> 00:52:57,130
then we're gonna treat
them differently, right.

1204
00:52:57,130 --> 00:52:59,860
We wanna promote seeing the
child from the inside out,

1205
00:52:59,860 --> 00:53:01,610
not the outside in, right.

1206
00:53:01,610 --> 00:53:05,907
What's internal in that child
is beauty, is innocence,

1207
00:53:07,790 --> 00:53:09,993
and is suffering, and is hurt.

1208
00:53:10,890 --> 00:53:13,000
And when we have self-reflective practice,

1209
00:53:13,000 --> 00:53:15,470
we can contribute to
looking at the inside out

1210
00:53:15,470 --> 00:53:17,220
rather than the outside in.

1211
00:53:17,220 --> 00:53:19,200
I'm not suggesting that
we ignore behaviors

1212
00:53:19,200 --> 00:53:20,860
that are dangerous

1213
00:53:20,860 --> 00:53:23,160
and that we don't address the behaviors

1214
00:53:23,160 --> 00:53:25,610
with appropriate interventions

1215
00:53:25,610 --> 00:53:28,120
but we have to sustain our
compassion for that child,

1216
00:53:28,120 --> 00:53:30,500
which ties into having
our own self-compassion

1217
00:53:30,500 --> 00:53:32,600
if we're gonna have compassion for others.

1218
00:53:33,595 --> 00:53:35,010
And our internal view of the world

1219
00:53:35,010 --> 00:53:37,360
becomes a self-fulfilling prophecy.

1220
00:53:37,360 --> 00:53:38,910
We project what we expect

1221
00:53:38,910 --> 00:53:41,080
and that helps elicit what we expect.

1222
00:53:41,080 --> 00:53:42,730
So there is an example,

1223
00:53:42,730 --> 00:53:45,290
a school that I'm supporting right now,

1224
00:53:45,290 --> 00:53:47,330
where there's a couple
of middle school students

1225
00:53:47,330 --> 00:53:49,210
that are really engaging

1226
00:53:49,210 --> 00:53:51,340
in destructive forms
of personal empowerment

1227
00:53:51,340 --> 00:53:55,740
and they're causing a lot of
distress in the classroom.

1228
00:53:55,740 --> 00:53:57,973
When we think about if we're gonna see...

1229
00:53:59,710 --> 00:54:01,840
Sorry, I'll say this again.

1230
00:54:01,840 --> 00:54:04,840
If we project what we expect.

1231
00:54:04,840 --> 00:54:06,490
If the teacher walks into the classroom

1232
00:54:06,490 --> 00:54:08,150
and that teacher is already worried

1233
00:54:08,150 --> 00:54:10,340
about the potential
behaviors of the child,

1234
00:54:10,340 --> 00:54:12,960
then that teacher is going
to project what they expect

1235
00:54:12,960 --> 00:54:15,640
and the children are gonna
pick up on that, right.

1236
00:54:15,640 --> 00:54:17,000
So it's, you know...

1237
00:54:17,870 --> 00:54:19,030
We have to center ourselves.

1238
00:54:19,030 --> 00:54:20,240
We have to balance ourselves.

1239
00:54:20,240 --> 00:54:23,300
We have to ensure that
we're engaging in wellness

1240
00:54:23,300 --> 00:54:25,640
so we can walk into a
classroom, and again,

1241
00:54:25,640 --> 00:54:27,520
see the child from the inside out

1242
00:54:28,850 --> 00:54:31,080
because the primary
drivers of the behavior

1243
00:54:31,080 --> 00:54:33,250
are more important than
the behavior themselves

1244
00:54:33,250 --> 00:54:36,150
and that's what allows us
to have empathic response,

1245
00:54:36,150 --> 00:54:38,040
and if we focus too much on behavior,

1246
00:54:38,040 --> 00:54:41,903
then we're really ignoring
humanity in the work.

1247
00:54:44,030 --> 00:54:47,630
So when we think about seeing
the kid from the inside out,

1248
00:54:47,630 --> 00:54:49,250
it's about changing our mindset.

1249
00:54:49,250 --> 00:54:50,670
We change mindset.

1250
00:54:50,670 --> 00:54:52,700
We change practice.

1251
00:54:52,700 --> 00:54:55,690
This is a phrase that
you've heard a long time,

1252
00:54:55,690 --> 00:54:57,143
probably by now we'd shift from

1253
00:54:57,143 --> 00:54:59,210
'What's wrong to you?" to
"What's happened to you?"

1254
00:54:59,210 --> 00:55:01,540
This was actually coined
by a guy named Joe Foderaro

1255
00:55:01,540 --> 00:55:03,420
who worked with Sandra Bloom.

1256
00:55:03,420 --> 00:55:06,120
Sandra Bloom is this brilliant,
brilliant psychiatrist

1257
00:55:06,120 --> 00:55:07,670
who wrote "Sanctuary in Schools"

1258
00:55:07,670 --> 00:55:09,590
which I didn't put in the materials

1259
00:55:09,590 --> 00:55:10,670
but it's a great article

1260
00:55:10,670 --> 00:55:12,370
if you were interested in reading.

1261
00:55:13,690 --> 00:55:15,230
And we just really wanna be thinking

1262
00:55:15,230 --> 00:55:18,143
about that too often we punish the hurt.

1263
00:55:19,830 --> 00:55:23,210
We wanna transition from a
blame model to a repair model

1264
00:55:23,210 --> 00:55:27,007
and ask the question
internally, as well as out loud,

1265
00:55:27,007 --> 00:55:29,437
"How can we help?" and
"What can you teach me?"

1266
00:55:29,437 --> 00:55:31,730
"What is your behavior teaching me?"

1267
00:55:31,730 --> 00:55:34,320
So again, this is a shift of mindset

1268
00:55:35,280 --> 00:55:37,550
so that we can change our practices.

1269
00:55:37,550 --> 00:55:39,160
This is just another way of looking

1270
00:55:39,160 --> 00:55:40,420
at shifting our mindset.

1271
00:55:40,420 --> 00:55:44,033
This is from the Wisconsin
Department of Public Instruction,

1272
00:55:45,040 --> 00:55:46,860
but you can see uninformed view

1273
00:55:46,860 --> 00:55:48,500
versus a trauma-informed view.

1274
00:55:48,500 --> 00:55:50,930
What we're thinking about kids engaging

1275
00:55:50,930 --> 00:55:53,370
in maladaptive survival strategies

1276
00:55:53,370 --> 00:55:55,083
in order to get their needs met.

1277
00:55:56,750 --> 00:55:57,890
That they're not willful.

1278
00:55:57,890 --> 00:55:59,560
That they're not engaging

1279
00:55:59,560 --> 00:56:01,740
in intentional behaviors often.

1280
00:56:01,740 --> 00:56:04,400
Or if they are engaging
in manipulative behaviors,

1281
00:56:04,400 --> 00:56:06,720
it's to keep themselves safe

1282
00:56:06,720 --> 00:56:09,660
and that they've been
triggered by their environment.

1283
00:56:09,660 --> 00:56:13,730
Whether it's a physical
lighting or a visual noise

1284
00:56:13,730 --> 00:56:15,160
in the room or proximity

1285
00:56:15,160 --> 00:56:17,500
or my own non-verbal communication,

1286
00:56:17,500 --> 00:56:20,660
that that is causing them to struggle.

1287
00:56:20,660 --> 00:56:24,610
So we're shifting a misbehavior

1288
00:56:24,610 --> 00:56:26,793
to a stress behavior lens.

1289
00:56:27,850 --> 00:56:30,903
We understand that actions
are motivated by survival.

1290
00:56:31,930 --> 00:56:34,950
And that we're thinking
of sequence of engagement,

1291
00:56:34,950 --> 00:56:37,430
that first we're working on regulation

1292
00:56:37,430 --> 00:56:41,110
while incorporating relationship
before we go to reason

1293
00:56:41,110 --> 00:56:45,190
so that we're able to not expect kids

1294
00:56:45,190 --> 00:56:47,980
to access cortical
modulation or their cortex

1295
00:56:47,980 --> 00:56:50,083
before they are regulated.

1296
00:56:52,390 --> 00:56:53,773
So what time is it?

1297
00:56:55,060 --> 00:56:56,030
Let's see.

1298
00:56:56,030 --> 00:56:57,703
I think what we're gonna do,

1299
00:57:00,930 --> 00:57:03,580
is let's take a five minute screen break

1300
00:57:03,580 --> 00:57:05,090
so people can get up and move,

1301
00:57:05,090 --> 00:57:06,610
stop staring at their screen.

1302
00:57:06,610 --> 00:57:08,530
And look at your respective time pieces,

1303
00:57:08,530 --> 00:57:11,240
and if you could check
back in five minutes

1304
00:57:11,240 --> 00:57:13,250
from whatever respective time piece says

1305
00:57:13,250 --> 00:57:15,283
and we will continue from there.

1306
00:57:21,110 --> 00:57:22,620
Before we get going,

1307
00:57:22,620 --> 00:57:25,100
are there any questions or reflections

1308
00:57:25,100 --> 00:57:27,420
from what we've talked
about so far this morning

1309
00:57:27,420 --> 00:57:29,240
that we wanna put out there

1310
00:57:29,240 --> 00:57:31,763
before we continue with the slideshow?

1311
00:57:37,130 --> 00:57:38,223
Okay, great.

1312
00:57:39,859 --> 00:57:40,692
All right.

1313
00:57:44,610 --> 00:57:46,610
So I wanna spend a little bit of time on

1314
00:57:50,140 --> 00:57:54,350
the four premises of
trauma-responsive/informed schools.

1315
00:57:54,350 --> 00:57:57,610
So we talked earlier about the
contagion of stress, right.

1316
00:57:57,610 --> 00:58:02,610
We talked about how it's
community property and how...

1317
00:58:04,450 --> 00:58:06,750
Excuse me, I should have
taken a sip of water.

1318
00:58:07,610 --> 00:58:10,750
That it is a reciprocal stress, right.

1319
00:58:10,750 --> 00:58:14,610
So we think about this
graphic that if student...

1320
00:58:14,610 --> 00:58:16,320
Whoops, students are experiencing stress,

1321
00:58:16,320 --> 00:58:19,800
it influences the workforce,
our administrators.

1322
00:58:19,800 --> 00:58:21,990
It can influence the SU level,

1323
00:58:21,990 --> 00:58:24,880
and that goes the other direction as well.

1324
00:58:24,880 --> 00:58:26,390
And stress becomes viral

1325
00:58:26,390 --> 00:58:29,130
when proper universal practices

1326
00:58:29,130 --> 00:58:31,150
and precautions aren't in place.

1327
00:58:31,150 --> 00:58:34,020
So if you wanna optimize performance,

1328
00:58:34,020 --> 00:58:36,280
you gotta understand and
you gotta regulate stress.

1329
00:58:36,280 --> 00:58:39,210
And PBIS promotes cultural wellness

1330
00:58:39,210 --> 00:58:42,850
and through consistent
systems and practices,

1331
00:58:42,850 --> 00:58:44,343
stress is reduced.

1332
00:58:45,760 --> 00:58:47,630
And we wanna really think about

1333
00:58:49,080 --> 00:58:50,730
when we're talking about reciprocal stress

1334
00:58:50,730 --> 00:58:54,350
is how have you activated your resilience?

1335
00:58:54,350 --> 00:58:56,210
How have you reflected on your resilience?

1336
00:58:56,210 --> 00:58:58,470
And what I did several slides ago

1337
00:58:58,470 --> 00:59:00,440
is really marvel at your resilience,

1338
00:59:00,440 --> 00:59:03,920
that can help you with these four premises

1339
00:59:03,920 --> 00:59:08,920
of trauma-informed/trauma-responsive
schools

1340
00:59:09,580 --> 00:59:11,660
so that you're better
equipped to manage it

1341
00:59:11,660 --> 00:59:12,507
when it happens to you.

1342
00:59:12,507 --> 00:59:14,150
And we know that workforce development

1343
00:59:14,150 --> 00:59:16,710
is really the most efficient
way to change practices.

1344
00:59:16,710 --> 00:59:19,210
So engaging in professional development.

1345
00:59:19,210 --> 00:59:22,060
Ensuring that you have
organizational wellness activities.

1346
00:59:22,060 --> 00:59:24,020
That there's an
organizational responsibility

1347
00:59:24,020 --> 00:59:25,370
for your wellness.

1348
00:59:25,370 --> 00:59:28,640
And thinking about the
lens through which we look

1349
00:59:28,640 --> 00:59:31,180
at behavior has been antiquated.

1350
00:59:31,180 --> 00:59:33,150
I think it's been shifting
a lot in public schools,

1351
00:59:33,150 --> 00:59:35,140
which is really, really great.

1352
00:59:35,140 --> 00:59:36,400
Again, as I said earlier,

1353
00:59:36,400 --> 00:59:39,503
we're looking at stress
behavior versus misbehavior.

1354
00:59:41,380 --> 00:59:45,680
When we establish and we
develop universal language.

1355
00:59:45,680 --> 00:59:47,970
When we provide
psycho-education to students

1356
00:59:47,970 --> 00:59:49,720
as well as staff and faculty.

1357
00:59:49,720 --> 00:59:52,210
When we engage in reflective practice.

1358
00:59:52,210 --> 00:59:55,060
When we challenge ourselves.

1359
00:59:55,060 --> 00:59:57,610
When we use practice and experimentation.

1360
00:59:57,610 --> 01:00:01,060
All of this can help us
look at children differently

1361
01:00:01,060 --> 01:00:02,460
and look at each other differently

1362
01:00:02,460 --> 01:00:04,600
in a more compassionate way.

1363
01:00:04,600 --> 01:00:06,940
So just as these are the causes of stress,

1364
01:00:06,940 --> 01:00:10,193
they can also be the primary
sources of intervention.

1365
01:00:11,460 --> 01:00:14,630
We know that stress is a
primary mediator of performance.

1366
01:00:14,630 --> 01:00:18,650
So some of the phrases that
you hear over the years

1367
01:00:18,650 --> 01:00:19,957
like "athletes choke,"

1368
01:00:19,957 --> 01:00:22,290
"performers have stage fright," right.

1369
01:00:22,290 --> 01:00:24,167
There's "test anxiety."

1370
01:00:25,549 --> 01:00:28,340
And when you think of a kid
who's experienced trauma

1371
01:00:28,340 --> 01:00:29,557
or you think of insidious trauma,

1372
01:00:29,557 --> 01:00:33,160
and you think of they're having
these unabated experiences,

1373
01:00:33,160 --> 01:00:34,840
these unabated indignities

1374
01:00:34,840 --> 01:00:37,310
and you ask them to perform,

1375
01:00:37,310 --> 01:00:39,550
how difficult that is.

1376
01:00:39,550 --> 01:00:40,860
You know, when I was thinking recently

1377
01:00:40,860 --> 01:00:42,840
while I was preparing
for this presentation.

1378
01:00:42,840 --> 01:00:44,700
I don't know how many of
you watch the Olympics,

1379
01:00:44,700 --> 01:00:47,070
but Mikaela Shiffrin, excuse me,

1380
01:00:47,070 --> 01:00:50,270
who is a very accomplished skier.

1381
01:00:50,270 --> 01:00:53,600
Her specialty is slalom
and giant slalom, I think.

1382
01:00:53,600 --> 01:00:54,920
She was in the Olympics

1383
01:00:54,920 --> 01:00:57,630
and she did not finish
several of her races,

1384
01:00:57,630 --> 01:00:59,080
and I just was thinking about how

1385
01:00:59,080 --> 01:01:00,330
that level of stress for her

1386
01:01:00,330 --> 01:01:03,330
and that particular experience

1387
01:01:03,330 --> 01:01:06,250
mitigated her capacity to perform well.

1388
01:01:06,250 --> 01:01:08,610
So we all need a certain
level of stress to perform

1389
01:01:08,610 --> 01:01:10,100
otherwise we'd never get out of bed,

1390
01:01:10,100 --> 01:01:14,460
but sometimes our stress is so significant

1391
01:01:14,460 --> 01:01:18,040
that it reduces our performance.

1392
01:01:18,040 --> 01:01:21,613
So I wanna ask people if
they wouldn't mind un-muting.

1393
01:01:22,730 --> 01:01:23,810
Challenge by choice.

1394
01:01:23,810 --> 01:01:25,630
If anyone could give an example

1395
01:01:25,630 --> 01:01:29,070
of when either stress
enhanced your performance

1396
01:01:29,070 --> 01:01:32,750
or stress inhibited your performance?

1397
01:01:32,750 --> 01:01:34,363
Anyone have an example?

1398
01:01:44,470 --> 01:01:45,380
Mary.

1399
01:01:45,380 --> 01:01:46,260
Thank you.

1400
01:01:46,260 --> 01:01:47,470
You're muted.

1401
01:01:47,470 --> 01:01:48,870
If you could unmute, please.

1402
01:01:52,900 --> 01:01:54,070
- There we go.
- Thanks.

1403
01:01:54,070 --> 01:01:55,770
- I mean, it's nothing huge.

1404
01:01:55,770 --> 01:01:57,850
I mean, I feel it on a daily basis

1405
01:01:57,850 --> 01:02:00,740
if I've had stressful
stuff going on personally

1406
01:02:00,740 --> 01:02:02,133
and I walk into work,

1407
01:02:04,250 --> 01:02:05,840
I'm more critical to myself.
- [Kym] Mm.

1408
01:02:05,840 --> 01:02:09,030
- I'm not as compassionate
with the children.

1409
01:02:09,030 --> 01:02:10,620
Get a good night's sleep?

1410
01:02:10,620 --> 01:02:12,510
The next day can be completely different.

1411
01:02:12,510 --> 01:02:15,340
I mean, I feel it all the time.

1412
01:02:15,340 --> 01:02:16,190
- Right, thank you Mary,

1413
01:02:16,190 --> 01:02:17,800
and that's such a great reflection

1414
01:02:17,800 --> 01:02:19,760
for yourself to have that awareness-

1415
01:02:19,760 --> 01:02:21,570
- [Mary] Mm-hmm.
- that helps a lot, I think,

1416
01:02:21,570 --> 01:02:22,780
with understanding that,

1417
01:02:22,780 --> 01:02:24,863
and maybe responding to it for yourself.

1418
01:02:25,990 --> 01:02:28,730
Anybody else have an example
of when stress is either...

1419
01:02:28,730 --> 01:02:30,053
Brenda, thank you.

1420
01:02:30,910 --> 01:02:32,900
- Sometimes I think when it's stressful,

1421
01:02:32,900 --> 01:02:34,100
like you're dealing with

1422
01:02:37,500 --> 01:02:38,820
some kiddos that are having a tough time.

1423
01:02:38,820 --> 01:02:40,260
You kind of get on high alert.

1424
01:02:40,260 --> 01:02:41,260
- [Kym] Mm-hmm.
- So you're tense.

1425
01:02:41,260 --> 01:02:43,080
You're always on high alert,

1426
01:02:43,080 --> 01:02:45,460
which happens with me.

1427
01:02:45,460 --> 01:02:46,293
- Yeah.

1428
01:02:46,293 --> 01:02:47,530
Right.

1429
01:02:47,530 --> 01:02:49,250
That's interesting 'cause
that's kind of mirroring

1430
01:02:49,250 --> 01:02:51,450
what's happening for kids
who've experienced trauma

1431
01:02:51,450 --> 01:02:53,503
is that you're always
on high alert as well.

1432
01:02:53,503 --> 01:02:55,580
It's a great reflection as well.

1433
01:02:55,580 --> 01:02:56,823
Anybody else, Amanda?

1434
01:02:58,000 --> 01:03:00,563
- I've just noticed it with my coworkers.

1435
01:03:01,670 --> 01:03:05,210
If I come in and I get
like just negative stuff

1436
01:03:05,210 --> 01:03:06,820
from them first thing in the morning?

1437
01:03:06,820 --> 01:03:09,030
It kind of sets me up for-
- [Kym] Mm.

1438
01:03:09,030 --> 01:03:11,840
- a not so great day with the kids which-

1439
01:03:11,840 --> 01:03:13,490
- Yeah.
- So like I almost try

1440
01:03:13,490 --> 01:03:16,720
to avoid some interactions first thing

1441
01:03:16,720 --> 01:03:18,980
'cause I don't want to
be that way all day.

1442
01:03:18,980 --> 01:03:21,000
I don't want to be under any more stress

1443
01:03:21,000 --> 01:03:23,290
than I already have, you know.

1444
01:03:23,290 --> 01:03:24,679
- Right, that's a great example

1445
01:03:24,679 --> 01:03:25,512
and I think-
- So-

1446
01:03:25,512 --> 01:03:26,345
- Go ahead, Amanda.

1447
01:03:26,345 --> 01:03:28,490
I interrupted you.
- No, I'm done. That was it.

1448
01:03:28,490 --> 01:03:29,323
- Yeah.

1449
01:03:30,670 --> 01:03:32,890
That's an example of
negative group think, right.

1450
01:03:32,890 --> 01:03:34,670
We wanna rely on our colleagues

1451
01:03:34,670 --> 01:03:38,170
to enhance our wellness and our resilience

1452
01:03:38,170 --> 01:03:43,170
but if we just get into this
sort of container of yuck

1453
01:03:43,720 --> 01:03:45,520
where we've just sort of got all

1454
01:03:45,520 --> 01:03:47,750
that bad neurochemistry going on,

1455
01:03:47,750 --> 01:03:50,290
it can have a significant
influence on our performance

1456
01:03:50,290 --> 01:03:52,750
and the way we see
ourselves and we see others.

1457
01:03:52,750 --> 01:03:54,067
Any other examples of how stress

1458
01:03:54,067 --> 01:03:56,730
has either enhanced your performance

1459
01:03:56,730 --> 01:03:59,743
or inhibited your performance?

1460
01:04:01,580 --> 01:04:03,890
Caitlin, and then Jennifer.

1461
01:04:03,890 --> 01:04:06,300
- I think for a way that I
can kind of turn my stress

1462
01:04:06,300 --> 01:04:09,260
into a positive is that
it really forces me

1463
01:04:09,260 --> 01:04:13,550
to triage kind of the
crisis in my building

1464
01:04:13,550 --> 01:04:15,273
and to take a step back.

1465
01:04:16,800 --> 01:04:18,730
I mean, I'm a neurodivergent learner.

1466
01:04:18,730 --> 01:04:21,010
Like I function really
well under pressure.

1467
01:04:21,010 --> 01:04:23,000
So I'm able to kind of break down

1468
01:04:23,000 --> 01:04:24,940
like what is the need to do.

1469
01:04:24,940 --> 01:04:27,270
What can I put off to the side for later?

1470
01:04:27,270 --> 01:04:29,260
So it kind of helps me organize that way.

1471
01:04:29,260 --> 01:04:30,250
- Great, thank you.

1472
01:04:30,250 --> 01:04:32,440
So you are able to
really get right up here

1473
01:04:32,440 --> 01:04:34,290
into your cortex when
you're having stress,

1474
01:04:34,290 --> 01:04:35,240
that actually helps you.

1475
01:04:35,240 --> 01:04:36,830
That's a wonderful example.

1476
01:04:36,830 --> 01:04:37,663
Jennifer?

1477
01:04:39,180 --> 01:04:41,280
- Yeah, I was thinking about

1478
01:04:41,280 --> 01:04:43,600
when I am going back to school.

1479
01:04:43,600 --> 01:04:45,353
So when I have a deadline for a paper-

1480
01:04:45,353 --> 01:04:46,870
- [Kym] Uh-huh.
- that I'm able

1481
01:04:46,870 --> 01:04:49,760
to really focus as I
approach that deadline

1482
01:04:49,760 --> 01:04:51,460
and it's kind of a positive stress

1483
01:04:51,460 --> 01:04:53,383
that gets me really focused,

1484
01:04:54,663 --> 01:04:57,960
and a negative stress is more like

1485
01:04:57,960 --> 01:05:01,420
if I have something personal
and emotional going on

1486
01:05:01,420 --> 01:05:03,200
like a sick family member.

1487
01:05:03,200 --> 01:05:04,711
- [Kym] Mm-hmm.

1488
01:05:04,711 --> 01:05:05,820
- Something more emotional,

1489
01:05:05,820 --> 01:05:08,720
then it kind of drags me down.

1490
01:05:08,720 --> 01:05:10,720
- Great, thank you for those examples,

1491
01:05:10,720 --> 01:05:14,120
and congratulations on
being back in school.

1492
01:05:14,120 --> 01:05:15,180
So, good examples.

1493
01:05:15,180 --> 01:05:16,090
Thank you everyone.

1494
01:05:16,090 --> 01:05:18,030
So we just wanna be cognizant of that.

1495
01:05:18,030 --> 01:05:20,150
Again, thoughtful about,

1496
01:05:20,150 --> 01:05:22,060
can we recognize our level of stress

1497
01:05:22,060 --> 01:05:23,320
and do we understand

1498
01:05:23,320 --> 01:05:25,860
whether it's enhancing our performance

1499
01:05:25,860 --> 01:05:28,370
or is it compromising our performance.

1500
01:05:28,370 --> 01:05:30,120
And think of that through the lens too,

1501
01:05:30,120 --> 01:05:31,320
for our kids, right.

1502
01:05:31,320 --> 01:05:33,540
What level of stress are they experiencing

1503
01:05:33,540 --> 01:05:36,380
that could be compromising their capacity

1504
01:05:36,380 --> 01:05:39,380
to maximize their performance?

1505
01:05:39,380 --> 01:05:41,770
Oops, and now I'm just gonna...

1506
01:05:41,770 --> 01:05:43,793
Sorry, go back to sharing my screen.

1507
01:05:51,610 --> 01:05:52,443
Great.

1508
01:05:54,550 --> 01:05:57,110
The third is when stress is unregulated,

1509
01:05:57,110 --> 01:05:58,050
it hurts people.

1510
01:05:58,050 --> 01:06:00,500
So when we think back to
that continuum, I showed,

1511
01:06:00,500 --> 01:06:04,130
about whether you're
trauma-responsive or trauma-informed

1512
01:06:05,890 --> 01:06:07,410
or reacting to trauma

1513
01:06:07,410 --> 01:06:09,733
or whether you're in a
healing organization.

1514
01:06:11,030 --> 01:06:12,850
We wanna make sure that we're cognizant

1515
01:06:12,850 --> 01:06:14,520
of the harm it's causing.

1516
01:06:14,520 --> 01:06:15,737
The example of, if you walk in

1517
01:06:15,737 --> 01:06:17,950
and your colleagues are
being really negative.

1518
01:06:17,950 --> 01:06:20,470
That level of stress can have an impact

1519
01:06:20,470 --> 01:06:24,480
on how you are functioning
the rest of your day.

1520
01:06:24,480 --> 01:06:25,620
And I suspect all of you,

1521
01:06:25,620 --> 01:06:27,360
I asked has anyone here been stressed

1522
01:06:27,360 --> 01:06:29,720
and there was all yeses
in the chat box, right.

1523
01:06:29,720 --> 01:06:32,363
We've all had levels
of unregulated stress.

1524
01:06:33,860 --> 01:06:36,120
And when we are stressed

1525
01:06:36,120 --> 01:06:38,320
and it feels somewhat unregulated,

1526
01:06:38,320 --> 01:06:42,400
we tend to see and experience
what we're looking for.

1527
01:06:42,400 --> 01:06:43,390
We have this thing in our brain

1528
01:06:43,390 --> 01:06:45,220
called the reticulated activating system,

1529
01:06:45,220 --> 01:06:47,680
but it's like our sort of traffic control.

1530
01:06:47,680 --> 01:06:49,940
And if we're really stressed
and we expect a bad day,

1531
01:06:49,940 --> 01:06:51,740
we're likely to experience a bad day

1532
01:06:51,740 --> 01:06:53,700
'cause we'll catch
things in our environment

1533
01:06:53,700 --> 01:06:57,460
based on what part of our
brain is most activated

1534
01:06:57,460 --> 01:07:00,030
that reinforces our thoughts and feelings.

1535
01:07:00,030 --> 01:07:03,340
So we wanna be, again,
mindful and reflective

1536
01:07:03,340 --> 01:07:05,410
about where we are in
the stress continuum,

1537
01:07:05,410 --> 01:07:08,510
and relying on our
colleagues to help us as well

1538
01:07:08,510 --> 01:07:10,063
to notice where we are.

1539
01:07:11,020 --> 01:07:12,460
And finally, we know that

1540
01:07:15,214 --> 01:07:17,450
when we have unregulated stress

1541
01:07:17,450 --> 01:07:21,380
that it activates our
biases, as I said earlier.

1542
01:07:21,380 --> 01:07:24,070
It reduces our capacity
to engage in self-care

1543
01:07:24,070 --> 01:07:28,200
and we tend to go into a
blame sort of place, right.

1544
01:07:28,200 --> 01:07:31,260
We look for something
external of ourselves

1545
01:07:31,260 --> 01:07:32,670
that we can blame.

1546
01:07:32,670 --> 01:07:35,960
And I don't know if any
of you have seen a video?

1547
01:07:35,960 --> 01:07:38,570
It's a video-short that
Brené Brown did on blame

1548
01:07:38,570 --> 01:07:40,700
and in the interest of time,
I'm not gonna show it today,

1549
01:07:40,700 --> 01:07:44,390
but it's a wonderful
example of how we instantly

1550
01:07:44,390 --> 01:07:48,010
can go to blame if we're
not feeling very regulated.

1551
01:07:48,010 --> 01:07:50,680
And it's really easier when
we think about the stress,

1552
01:07:50,680 --> 01:07:55,321
it becomes easier to talk about
the kids and their struggles

1553
01:07:55,321 --> 01:07:56,890
than it is to talk about ourselves

1554
01:07:56,890 --> 01:07:58,890
and our own level of stress, right.

1555
01:07:58,890 --> 01:08:00,423
To be self-reflective.

1556
01:08:01,800 --> 01:08:05,120
So we wanna talk about sitting
within our own discomfort

1557
01:08:05,120 --> 01:08:09,200
and enhance our ability to sit
in the discomfort with kids

1558
01:08:09,200 --> 01:08:12,040
and not get into that sort
of finger pointing way

1559
01:08:12,040 --> 01:08:13,563
of looking at the world.

1560
01:08:15,052 --> 01:08:15,890
Okay.

1561
01:08:15,890 --> 01:08:18,750
And then the consequences
of unregulated stress

1562
01:08:18,750 --> 01:08:21,650
can be learned helplessness.

1563
01:08:21,650 --> 01:08:26,100
This is true for ourselves
as well as our students.

1564
01:08:26,100 --> 01:08:28,950
It inhibits our creativity.

1565
01:08:28,950 --> 01:08:31,023
It causes us to be fragmented.

1566
01:08:32,160 --> 01:08:35,530
Our threshold of tolerance
becomes somewhat diminished,

1567
01:08:35,530 --> 01:08:38,380
and sometimes we can ignore
the very obvious in ourselves

1568
01:08:38,380 --> 01:08:41,570
or in the students or in our colleagues.

1569
01:08:41,570 --> 01:08:43,740
And the final thing I
just wanna talk about,

1570
01:08:43,740 --> 01:08:46,280
in terms of the four premises,

1571
01:08:46,280 --> 01:08:49,230
is the two different paths we can go on.

1572
01:08:49,230 --> 01:08:50,660
So I can guarantee you

1573
01:08:50,660 --> 01:08:53,790
and I apologize that I
have to say this, that you,

1574
01:08:53,790 --> 01:08:56,230
regardless of this
webinar, are gonna continue

1575
01:08:56,230 --> 01:08:59,000
to experience stress in your world.

1576
01:08:59,000 --> 01:09:01,020
Whether it's your professional
world or personal world.

1577
01:09:01,020 --> 01:09:02,560
Sorry, you may wanna hang up now

1578
01:09:02,560 --> 01:09:04,550
but that is the truth, right.

1579
01:09:04,550 --> 01:09:06,930
So when you have these
stressful experiences

1580
01:09:06,930 --> 01:09:08,680
and you have these emotions,

1581
01:09:08,680 --> 01:09:11,480
your responses can either
cause you to go into

1582
01:09:11,480 --> 01:09:14,290
that sort of dwell, quell,
avoid, and get maladaptive.

1583
01:09:14,290 --> 01:09:16,850
That's where you do
those negative subgroups

1584
01:09:16,850 --> 01:09:19,000
and you kind of stay
in this place of yuck,

1585
01:09:19,910 --> 01:09:21,480
and that causes burnout,

1586
01:09:21,480 --> 01:09:24,900
that causes compassion
fatigue or empathy fatigue.

1587
01:09:24,900 --> 01:09:28,800
Or if you really engage in
that reflective process,

1588
01:09:28,800 --> 01:09:31,320
in that vulnerable process of wondering

1589
01:09:31,320 --> 01:09:34,500
and being curious about
what's going on for you,

1590
01:09:34,500 --> 01:09:37,360
the outcome can be vicarious resilience

1591
01:09:37,360 --> 01:09:40,060
versus vicarious trauma, right.

1592
01:09:40,060 --> 01:09:41,750
Where you have growth.

1593
01:09:41,750 --> 01:09:43,500
And while it's really, really difficult,

1594
01:09:43,500 --> 01:09:47,223
it can be unbelievably
inspiring and motivating,

1595
01:09:48,490 --> 01:09:51,313
and this is all a part
of workforce development.

1596
01:09:52,550 --> 01:09:56,187
So I'm gonna just do a
couple slides here on MTSS

1597
01:09:56,187 --> 01:09:58,537
and trauma-informed care or TIC.

1598
01:10:01,350 --> 01:10:04,960
For those of you who have
memorized the MTSS field-guide,

1599
01:10:04,960 --> 01:10:07,690
these are the areas that it focuses on.

1600
01:10:07,690 --> 01:10:09,560
This is their graphic about, you know,

1601
01:10:09,560 --> 01:10:12,410
continuous improvement and decision-making

1602
01:10:12,410 --> 01:10:13,670
for excellence and equity,

1603
01:10:13,670 --> 01:10:15,260
and what's inside of that circle

1604
01:10:15,260 --> 01:10:18,910
is the systemic and
comprehensive approach.

1605
01:10:18,910 --> 01:10:22,280
If we were gonna, you know,
kind of synthesize that?

1606
01:10:22,280 --> 01:10:23,670
We wanna meet students where they're at

1607
01:10:23,670 --> 01:10:25,740
and help them get where
they need to go, right.

1608
01:10:25,740 --> 01:10:29,290
That's what Vermont MTSS is.

1609
01:10:29,290 --> 01:10:30,660
It's trauma-informed

1610
01:10:31,680 --> 01:10:33,610
because it talks about the whole child,

1611
01:10:33,610 --> 01:10:36,240
because it talks about having
different levels of support

1612
01:10:36,240 --> 01:10:38,610
depending on the need and differentiating

1613
01:10:38,610 --> 01:10:41,610
between a child's strength
and a child's challenges,

1614
01:10:41,610 --> 01:10:44,630
and designing intervention
as a result of this.

1615
01:10:44,630 --> 01:10:49,630
This quote is from a paper

1616
01:10:49,660 --> 01:10:51,710
that was written by Christopher Blodgett.

1617
01:10:53,176 --> 01:10:55,800
It's in the links in the handouts.

1618
01:10:55,800 --> 01:10:56,880
It's a collaborative learning

1619
01:10:56,880 --> 01:10:59,960
for educational achievement
and resilience paper.

1620
01:10:59,960 --> 01:11:01,036
I think it's pretty long.

1621
01:11:01,036 --> 01:11:02,130
I think it's like 85 pages,

1622
01:11:02,130 --> 01:11:03,320
but it's brilliant.

1623
01:11:03,320 --> 01:11:05,423
I really appreciated it's content.

1624
01:11:06,360 --> 01:11:07,997
But it talks about what resilience is,

1625
01:11:07,997 --> 01:11:11,120
"the capacity to grow despite adversity."

1626
01:11:11,120 --> 01:11:13,720
And we talked already about the
importance of relationships,

1627
01:11:13,720 --> 01:11:18,270
about reflective practice
and social support,

1628
01:11:18,270 --> 01:11:21,700
and for all of us to master
skills, not only children.

1629
01:11:21,700 --> 01:11:24,350
And we know that PBIS,
when we think about MTSS

1630
01:11:24,350 --> 01:11:26,390
is the broader that includes academics.

1631
01:11:26,390 --> 01:11:30,330
PBIS is something that...

1632
01:11:30,330 --> 01:11:31,880
Excuse me.

1633
01:11:31,880 --> 01:11:33,490
Is trauma-responsive framework

1634
01:11:33,490 --> 01:11:35,970
because it does all of what is described

1635
01:11:35,970 --> 01:11:37,603
in that banner, right.

1636
01:11:39,440 --> 01:11:41,560
We have to build
resilience into our system

1637
01:11:41,560 --> 01:11:44,453
as well as to ourselves and to our kids.

1638
01:11:45,460 --> 01:11:48,060
And we need to really
be celebrating success

1639
01:11:49,160 --> 01:11:52,270
and be willing to equally
learn from our failure

1640
01:11:52,270 --> 01:11:56,010
as well as when we do well.

1641
01:11:56,010 --> 01:11:59,550
Elements of resilience are self-awareness,

1642
01:11:59,550 --> 01:12:04,200
problem-solving, growth mindset, optimism,

1643
01:12:04,200 --> 01:12:07,700
adaptability, self-determination, empathy,

1644
01:12:07,700 --> 01:12:10,190
collaboration, and caring relationships.

1645
01:12:10,190 --> 01:12:12,840
So resilience isn't about invulnerability

1646
01:12:12,840 --> 01:12:14,440
but about growth and success

1647
01:12:14,440 --> 01:12:16,563
in the face of vulnerability,

1648
01:12:18,230 --> 01:12:21,010
and that happens with our
interactions with each other

1649
01:12:21,010 --> 01:12:24,430
and it happens in our
interactions with our students.

1650
01:12:24,430 --> 01:12:26,580
I'm not gonna spend a lot of time on this,

1651
01:12:26,580 --> 01:12:28,830
but this is again from
the Wisconsin Department

1652
01:12:28,830 --> 01:12:30,580
of Public Instruction,

1653
01:12:30,580 --> 01:12:33,460
and it just shows the
three tiers of support

1654
01:12:34,300 --> 01:12:37,780
and talks about care as
on the right-hand side.

1655
01:12:37,780 --> 01:12:39,240
and then trauma-informed care.

1656
01:12:39,240 --> 01:12:40,260
That all of these,

1657
01:12:40,260 --> 01:12:42,030
safety, empowerment, collaboration,

1658
01:12:42,030 --> 01:12:46,890
trust, and choice are critical elements

1659
01:12:46,890 --> 01:12:49,900
to providing tiered interventional support

1660
01:12:49,900 --> 01:12:52,490
so that kids can feel successful,

1661
01:12:52,490 --> 01:12:55,363
and so that all of you
can feel successful.

1662
01:12:58,270 --> 01:13:00,280
And I think that's all
I'm gonna say about that,

1663
01:13:00,280 --> 01:13:02,220
in the interest of time.

1664
01:13:02,220 --> 01:13:04,240
Just gonna spend a few minutes revisiting

1665
01:13:04,240 --> 01:13:06,000
for those of you who aren't as fluent

1666
01:13:06,000 --> 01:13:08,820
with the core elements of trauma.

1667
01:13:08,820 --> 01:13:10,750
For those of you who are,

1668
01:13:10,750 --> 01:13:13,200
hopefully this is just
validating your knowledge.

1669
01:13:17,160 --> 01:13:18,520
Trauma is about events.

1670
01:13:18,520 --> 01:13:19,980
It's about experience,

1671
01:13:19,980 --> 01:13:21,040
and it's about effects.

1672
01:13:21,040 --> 01:13:23,150
And so this is really an illustration

1673
01:13:23,150 --> 01:13:25,690
of post-traumatic stress trauma, right.

1674
01:13:25,690 --> 01:13:27,950
So we have direct trauma,

1675
01:13:27,950 --> 01:13:29,290
we have secondary trauma,

1676
01:13:29,290 --> 01:13:30,883
and we have vicarious trauma.

1677
01:13:32,460 --> 01:13:35,590
The experience is that
helplessness, right.

1678
01:13:35,590 --> 01:13:39,703
How do we feel after the
event or during the event?

1679
01:13:40,840 --> 01:13:44,200
And the experience is
also what other people do

1680
01:13:44,200 --> 01:13:46,880
when they know that we've
experienced a traumatic event.

1681
01:13:46,880 --> 01:13:49,780
So if people are supportive and helpful,

1682
01:13:49,780 --> 01:13:52,530
that that can have an impact
on what the effects are.

1683
01:13:52,530 --> 01:13:55,877
Or if people are dismissive
or say things like,

1684
01:13:55,877 --> 01:13:56,940
"Oh just get over it.

1685
01:13:56,940 --> 01:13:58,270
It's not that big a deal," right.

1686
01:13:58,270 --> 01:14:02,220
They forget about that relative
deprivation social construct

1687
01:14:04,380 --> 01:14:08,470
then the effects can be
significantly more difficult

1688
01:14:08,470 --> 01:14:10,430
or more impactful.

1689
01:14:10,430 --> 01:14:12,340
And it's really important
to remember, you know,

1690
01:14:12,340 --> 01:14:15,670
I talked about the raccoon
example earlier with Cassandra,

1691
01:14:15,670 --> 01:14:18,620
that we can all have a similar experience

1692
01:14:18,620 --> 01:14:20,220
and have very different effects.

1693
01:14:21,940 --> 01:14:24,480
I don't know if any of
you have read the book

1694
01:14:24,480 --> 01:14:29,000
that Bruce Perry and
Oprah Winfrey co-authored?

1695
01:14:29,000 --> 01:14:31,930
If you haven't, it's called
"What happened to you?"

1696
01:14:31,930 --> 01:14:32,763
It's great.

1697
01:14:32,763 --> 01:14:34,520
It's really good, and
they use this example

1698
01:14:34,520 --> 01:14:36,950
of a fire in an elementary school

1699
01:14:36,950 --> 01:14:38,330
and the different experiences.

1700
01:14:38,330 --> 01:14:39,410
So the firefighter.

1701
01:14:39,410 --> 01:14:41,930
For him or her or they,
the experience was,

1702
01:14:41,930 --> 01:14:45,010
'This is my job. I go and I fight fires."

1703
01:14:45,010 --> 01:14:47,530
For the first grader
who was in the classroom

1704
01:14:47,530 --> 01:14:48,440
where the fire was.

1705
01:14:48,440 --> 01:14:51,410
The effect of that fire was very traumatic

1706
01:14:51,410 --> 01:14:53,820
because they were in immediate danger.

1707
01:14:53,820 --> 01:14:56,500
For the fifth grader who was down the hall

1708
01:14:56,500 --> 01:14:58,270
who knew the fire happened.

1709
01:14:58,270 --> 01:15:00,850
There was an effect on
that fifth grader as well,

1710
01:15:00,850 --> 01:15:02,510
but not as significant, right.

1711
01:15:02,510 --> 01:15:05,660
So we wanna be thinking
about what is the event,

1712
01:15:05,660 --> 01:15:08,190
what's the experience,
and how do we mitigate

1713
01:15:08,190 --> 01:15:10,810
that experience or
influence that experience,

1714
01:15:10,810 --> 01:15:13,653
and then how we then take
a look at the effects?

1715
01:15:14,970 --> 01:15:17,060
So when we think about
developmental trauma,

1716
01:15:17,060 --> 01:15:20,100
really quickly, because
this is not specifically

1717
01:15:20,100 --> 01:15:21,520
around all the elements of it.

1718
01:15:21,520 --> 01:15:24,950
We know that being exposed
to chronic abuse and neglect

1719
01:15:24,950 --> 01:15:27,350
when the brain is in that
explosion of development,

1720
01:15:27,350 --> 01:15:29,830
it has a significant, significant impact

1721
01:15:29,830 --> 01:15:33,250
on neurobiological development.

1722
01:15:33,250 --> 01:15:34,520
And that when neural networks

1723
01:15:34,520 --> 01:15:38,370
become abnormally organized...

1724
01:15:38,370 --> 01:15:40,540
Excuse me, there's this cascade

1725
01:15:40,540 --> 01:15:42,220
of problems that happen,

1726
01:15:42,220 --> 01:15:43,800
and we'll talk about the
domains of impairment

1727
01:15:43,800 --> 01:15:45,120
in a few minutes.

1728
01:15:45,120 --> 01:15:46,160
We know that our kids

1729
01:15:46,160 --> 01:15:48,120
who've experienced developmental trauma

1730
01:15:48,120 --> 01:15:49,670
tend to be relationally reactive.

1731
01:15:49,670 --> 01:15:53,010
Again as I said earlier,
the neural template they

1732
01:15:53,010 --> 01:15:55,020
have for us is that we're dangerous.

1733
01:15:55,020 --> 01:15:57,580
And so when we talked about social injury

1734
01:15:57,580 --> 01:16:00,170
requiring social healing,
as I said before,

1735
01:16:00,170 --> 01:16:02,650
it becomes really difficult.

1736
01:16:02,650 --> 01:16:05,620
If you have multiple,
multiple traumatic experiences

1737
01:16:05,620 --> 01:16:08,050
early on during that brain development

1738
01:16:08,050 --> 01:16:10,600
with minimal relational buffering?

1739
01:16:10,600 --> 01:16:12,980
Adverse outcomes and domains of impairment

1740
01:16:12,980 --> 01:16:15,933
are most likely going to happen.

1741
01:16:19,103 --> 01:16:21,700
You know, we have sort
of a triune brain, right.

1742
01:16:21,700 --> 01:16:24,450
So when our brain is
working well together,

1743
01:16:24,450 --> 01:16:26,270
when these three different
parts of our brain

1744
01:16:26,270 --> 01:16:27,310
are talking to each other,

1745
01:16:27,310 --> 01:16:30,830
we're able to respond to danger
in ways that are adaptive.

1746
01:16:30,830 --> 01:16:32,830
So we either get out of the danger's way

1747
01:16:32,830 --> 01:16:37,083
because our flight, freeze, flock,

1748
01:16:39,070 --> 01:16:42,280
and submit is activated,

1749
01:16:42,280 --> 01:16:44,850
or our cortical part of our brain

1750
01:16:44,850 --> 01:16:47,500
is able to talk us through difficulties

1751
01:16:47,500 --> 01:16:49,460
so that we can get back on track, right.

1752
01:16:49,460 --> 01:16:50,440
So it's sort of like we

1753
01:16:50,440 --> 01:16:53,640
have these different operating systems

1754
01:16:53,640 --> 01:16:54,900
that talk to one another

1755
01:16:54,900 --> 01:16:58,163
that helps us function
well under extreme stress.

1756
01:16:59,690 --> 01:17:02,940
But when we think about trauma as a virus,

1757
01:17:02,940 --> 01:17:05,170
we think about disintegration.

1758
01:17:05,170 --> 01:17:07,890
So high level of stress causes adversity,

1759
01:17:07,890 --> 01:17:09,360
and these three parts of our brain

1760
01:17:09,360 --> 01:17:10,750
don't talk to each other, right.

1761
01:17:10,750 --> 01:17:13,200
So if we're gonna use a computer analogy,

1762
01:17:13,200 --> 01:17:18,200
trauma is a virus and these
are our operating systems.

1763
01:17:18,550 --> 01:17:21,140
When a computer has a virus,

1764
01:17:21,140 --> 01:17:22,910
what do we know that happens to it?

1765
01:17:22,910 --> 01:17:23,890
Go ahead and type in the chat.

1766
01:17:23,890 --> 01:17:26,433
What happens to a computer
when it gets a virus?

1767
01:17:37,733 --> 01:17:39,067
Let's see what we got?

1768
01:17:39,067 --> 01:17:40,700
"It's hijacked, it freezes."

1769
01:17:40,700 --> 01:17:42,074
Yeah.

1770
01:17:42,074 --> 01:17:44,007
"It shuts down," yeah.

1771
01:17:44,007 --> 01:17:45,227
"Shuts down."

1772
01:17:45,227 --> 01:17:46,870
"Shuts down and freaks out."

1773
01:17:46,870 --> 01:17:49,477
I freak out when my computer
shuts down, that's for sure.

1774
01:17:49,477 --> 01:17:51,530
"Consumes the computer and shuts down."

1775
01:17:51,530 --> 01:17:54,847
'Spreads it to other computers," right.

1776
01:17:54,847 --> 01:17:56,590
"Does not function how it's supposed to."

1777
01:17:56,590 --> 01:17:58,497
Exactly right.

1778
01:17:58,497 --> 01:18:00,230
"It doesn't work how it should."

1779
01:18:00,230 --> 01:18:03,730
So we know that stress

1780
01:18:03,730 --> 01:18:06,040
separates our three operating systems

1781
01:18:06,040 --> 01:18:10,340
and when our three operating
systems don't work together

1782
01:18:10,340 --> 01:18:12,400
then we can't take information

1783
01:18:12,400 --> 01:18:14,220
that comes to the bottom part of our brain

1784
01:18:14,220 --> 01:18:16,030
and have it go to the
top part of our brain,

1785
01:18:16,030 --> 01:18:17,160
so we can integrate it

1786
01:18:17,160 --> 01:18:20,010
into our repertoire of functioning, right.

1787
01:18:20,010 --> 01:18:21,840
And we know that trauma is contagious.

1788
01:18:21,840 --> 01:18:24,393
So the infected person is
someone, put in the chat,

1789
01:18:25,507 --> 01:18:27,238
can spread that trauma to other people

1790
01:18:27,238 --> 01:18:30,830
which interferes with our
resilience development,

1791
01:18:30,830 --> 01:18:33,053
interferes with our self-compassion.

1792
01:18:34,100 --> 01:18:35,930
But back to relationships.

1793
01:18:35,930 --> 01:18:37,410
If trauma is a virus,

1794
01:18:37,410 --> 01:18:39,720
relationships are the firewall, right.

1795
01:18:39,720 --> 01:18:41,980
And so those are what help us

1796
01:18:41,980 --> 01:18:44,230
overcome adversity and distress,

1797
01:18:44,230 --> 01:18:47,840
and those relationships is what helps kids

1798
01:18:47,840 --> 01:18:49,943
overcome adversity and distress.

1799
01:18:51,080 --> 01:18:53,470
However, with kids who've
experienced developmental trauma,

1800
01:18:53,470 --> 01:18:56,990
we know it takes a lot, a lot
of repetition of relationship

1801
01:18:56,990 --> 01:19:00,840
for them to rewire their neural pathways

1802
01:19:00,840 --> 01:19:02,993
to trust that adults are safe.

1803
01:19:04,720 --> 01:19:07,880
This is a graphic that I enjoy too

1804
01:19:07,880 --> 01:19:10,220
that talks about when we
have typical development,

1805
01:19:10,220 --> 01:19:11,570
the survival part of the brain

1806
01:19:11,570 --> 01:19:14,357
is functioning unconsciously,
helping our heartbeat

1807
01:19:14,357 --> 01:19:17,400
and our blood pressure
and our body temperature.

1808
01:19:17,400 --> 01:19:19,020
And the cognition part of the brain

1809
01:19:19,020 --> 01:19:20,920
is the strongest part of the brain, right.

1810
01:19:20,920 --> 01:19:23,490
That is what's activated most of the time.

1811
01:19:23,490 --> 01:19:27,730
Developmental trauma,
that triangle is reversed.

1812
01:19:27,730 --> 01:19:29,457
So the survival part of the brain,

1813
01:19:29,457 --> 01:19:32,823
the regulation part of the
brain, is over-activated,

1814
01:19:34,360 --> 01:19:39,070
and we know that there are no networks

1815
01:19:39,070 --> 01:19:41,920
in the bottom of the brain
that think or tell time.

1816
01:19:41,920 --> 01:19:44,310
So when you have an environmental stimulus

1817
01:19:44,310 --> 01:19:46,890
that causes you to feel
that you're in danger

1818
01:19:46,890 --> 01:19:49,400
and for our kids who've
experienced developmental trauma,

1819
01:19:49,400 --> 01:19:52,460
they can be incredibly benign stimulus.

1820
01:19:52,460 --> 01:19:53,897
They can't differentiate that,

1821
01:19:53,897 --> 01:19:56,520
"Oh, I'm in school now. I'm safe."

1822
01:19:56,520 --> 01:19:57,497
Their reaction is,

1823
01:19:57,497 --> 01:19:59,910
"I'm in danger and I need
to get out of danger,

1824
01:19:59,910 --> 01:20:01,810
and so I'm gonna do
that by either freezing

1825
01:20:01,810 --> 01:20:04,930
or I'm gonna flee, or I'm gonna fight,

1826
01:20:04,930 --> 01:20:08,400
or I may even just submit," right.

1827
01:20:08,400 --> 01:20:12,090
So we know that the brain
organizes from the bottom up.

1828
01:20:12,090 --> 01:20:14,390
So therefore it needs to
heal from the bottom up,

1829
01:20:14,390 --> 01:20:16,100
and if these lower parts of the brain

1830
01:20:16,100 --> 01:20:18,730
are over-activated because of overuse

1831
01:20:20,670 --> 01:20:23,380
then our job is going to be thinking

1832
01:20:23,380 --> 01:20:25,010
about where do we intervene.

1833
01:20:25,010 --> 01:20:26,650
Do we do bottom up interventions

1834
01:20:26,650 --> 01:20:28,740
or top down interventions or both,

1835
01:20:28,740 --> 01:20:32,760
and what combination
of those do we utilize?

1836
01:20:32,760 --> 01:20:34,710
And the last thing I'll say about this

1837
01:20:34,710 --> 01:20:38,200
is the more the neurobiological
system is activated,

1838
01:20:38,200 --> 01:20:41,700
the more those functions become built-in,

1839
01:20:41,700 --> 01:20:43,220
those states become built-in.

1840
01:20:43,220 --> 01:20:45,770
So once again, if you're
chronically exposed

1841
01:20:45,770 --> 01:20:47,340
to abuse and neglect when your brain

1842
01:20:47,340 --> 01:20:49,720
is in this explosion of development?

1843
01:20:49,720 --> 01:20:52,110
Those lower regions of the brain,

1844
01:20:52,110 --> 01:20:53,470
those limbic regions of the brain,

1845
01:20:53,470 --> 01:20:54,910
are gonna be highly activated

1846
01:20:54,910 --> 01:20:58,400
and very, very hard to shut down.

1847
01:20:58,400 --> 01:20:59,800
We wanna think about ways

1848
01:20:59,800 --> 01:21:01,900
to sort of regulate that limbic region,

1849
01:21:01,900 --> 01:21:06,470
regulate the amygdala in order for kids

1850
01:21:06,470 --> 01:21:09,100
to be able to access their education

1851
01:21:09,100 --> 01:21:12,283
and access their cortical
modulation capacities.

1852
01:21:13,840 --> 01:21:16,430
And then this is also
from Bruce Perry's work,

1853
01:21:16,430 --> 01:21:18,500
patterns of stress activation.

1854
01:21:18,500 --> 01:21:22,750
What I just wanna point out
here is that what we know.

1855
01:21:22,750 --> 01:21:24,670
Predictable, moderate, controllable,

1856
01:21:24,670 --> 01:21:28,130
creates tolerance and
resilience in all people.

1857
01:21:28,130 --> 01:21:30,190
And when kids are exposed very early

1858
01:21:30,190 --> 01:21:34,080
to this unpredictable, extreme patterns

1859
01:21:34,080 --> 01:21:38,050
of unregulated caregiving
that is prolonged,

1860
01:21:38,050 --> 01:21:40,100
their brains become very sensitized.

1861
01:21:40,100 --> 01:21:43,490
and they're very, very, very vulnerable

1862
01:21:43,490 --> 01:21:45,323
to environmental stimuli.

1863
01:21:46,220 --> 01:21:48,560
Bessel van der Kolk, who
writes this wonderful book

1864
01:21:48,560 --> 01:21:50,060
called "The Body Keeps the Score,"

1865
01:21:50,060 --> 01:21:52,920
talks about how we store
trauma in our body.

1866
01:21:52,920 --> 01:21:56,050
We convert our experiences
to our neuroanatomy

1867
01:21:57,040 --> 01:21:58,960
and if you can't organize your body,

1868
01:21:58,960 --> 01:22:00,540
you can't organize your thinking.

1869
01:22:00,540 --> 01:22:02,190
So there's a couple things in our brain,

1870
01:22:02,190 --> 01:22:04,640
a posterior insula,

1871
01:22:04,640 --> 01:22:08,310
which helps us know where we are in space.

1872
01:22:08,310 --> 01:22:10,580
It helps our brain talk to our body.

1873
01:22:10,580 --> 01:22:13,210
Those are compromised
as a result of trauma,

1874
01:22:13,210 --> 01:22:16,770
and so really kids need a lot
of proprioreceptive feedback

1875
01:22:16,770 --> 01:22:19,187
because often kids who've
experienced developmental trauma,

1876
01:22:19,187 --> 01:22:21,560
they have these dysregulated bodies.

1877
01:22:21,560 --> 01:22:22,750
They don't know where they are

1878
01:22:22,750 --> 01:22:25,063
in their physical environment,

1879
01:22:25,940 --> 01:22:28,260
and it can very be very disorienting.

1880
01:22:28,260 --> 01:22:30,060
And an analogy I like to think about that

1881
01:22:30,060 --> 01:22:32,490
is you've ever spent the night in a hotel

1882
01:22:32,490 --> 01:22:35,307
or in a home that you've never been in,

1883
01:22:35,307 --> 01:22:37,270
and you wake up in the middle of the night

1884
01:22:37,270 --> 01:22:39,270
and you need to either get out of bed

1885
01:22:39,270 --> 01:22:41,970
to use the bathroom or
something, and it's dark.

1886
01:22:41,970 --> 01:22:42,803
What do you do?

1887
01:22:42,803 --> 01:22:43,710
You put your hands out.

1888
01:22:43,710 --> 01:22:46,060
You try to figure out
where you are in space.

1889
01:22:46,060 --> 01:22:47,750
It's very dysregulating.

1890
01:22:47,750 --> 01:22:49,970
This is a chronic experience to many kids

1891
01:22:49,970 --> 01:22:51,610
who've experienced developmental trauma.

1892
01:22:51,610 --> 01:22:53,550
They're always putting
their hands out in space

1893
01:22:53,550 --> 01:22:56,080
trying to figure out where they are.

1894
01:22:56,080 --> 01:22:57,270
And we also wanna consider

1895
01:22:57,270 --> 01:22:58,990
about when the body keeps the score

1896
01:22:58,990 --> 01:23:01,603
of motor vestibular memories.

1897
01:23:03,250 --> 01:23:05,210
So you know, if you've ever curled up

1898
01:23:05,210 --> 01:23:06,500
in kind of a fetal position,

1899
01:23:06,500 --> 01:23:08,470
or if you've kind of crossed your arms

1900
01:23:08,470 --> 01:23:09,720
or held your neck like that?

1901
01:23:09,720 --> 01:23:11,420
That's a motor vestibular memory.

1902
01:23:11,420 --> 01:23:14,450
That's what happens when
we experience distress.

1903
01:23:14,450 --> 01:23:17,490
It's this unconscious
response to distress.

1904
01:23:17,490 --> 01:23:19,240
So that's our body telling us,

1905
01:23:19,240 --> 01:23:21,540
without our brain necessarily telling us,

1906
01:23:21,540 --> 01:23:24,280
that right now things
are really hard for you

1907
01:23:24,280 --> 01:23:29,103
and you are under significant,
significant stress.

1908
01:23:30,520 --> 01:23:32,020
So I wanna talk a little bit

1909
01:23:32,020 --> 01:23:35,260
about some primary
intervention considerations,

1910
01:23:35,260 --> 01:23:38,563
and then we'll move into
the domains of impairment.

1911
01:23:40,120 --> 01:23:43,080
So one of the things that
is important to consider,

1912
01:23:43,080 --> 01:23:47,380
and there's a handout in your handouts

1913
01:23:47,380 --> 01:23:51,500
that is called the hexagon tool

1914
01:23:51,500 --> 01:23:53,400
which can help you walk through

1915
01:23:53,400 --> 01:23:56,570
determining evidence-based practices.

1916
01:23:56,570 --> 01:23:59,100
There's a school level
intervention mapping tool

1917
01:23:59,100 --> 01:24:00,300
that can help you look

1918
01:24:00,300 --> 01:24:03,260
at your current intervention strategies,

1919
01:24:03,260 --> 01:24:05,720
your evidence-based
intervention strategies.

1920
01:24:05,720 --> 01:24:06,960
And there's something called a chart

1921
01:24:06,960 --> 01:24:08,210
for tiered interventions

1922
01:24:08,210 --> 01:24:10,370
which identifies different interventions

1923
01:24:10,370 --> 01:24:13,173
that you can align with different tiers.

1924
01:24:14,251 --> 01:24:16,770
So you wanna do an intervention inventory

1925
01:24:16,770 --> 01:24:20,020
to assess the fluence
in the administration

1926
01:24:22,127 --> 01:24:23,960
of these measures, of these strategies,

1927
01:24:23,960 --> 01:24:24,960
of these interventions.

1928
01:24:24,960 --> 01:24:29,180
'Cause we know if we don't
intervene with fidelity,

1929
01:24:29,180 --> 01:24:31,190
if we don't administer with fidelity,

1930
01:24:31,190 --> 01:24:33,660
then we're likely not
gonna experience success

1931
01:24:33,660 --> 01:24:36,030
and we can be very, very frustrated.

1932
01:24:36,030 --> 01:24:39,073
So some primary
intervention considerations.

1933
01:24:40,720 --> 01:24:43,860
This we talk about ad nauseum with PBIS

1934
01:24:43,860 --> 01:24:46,430
but we really wanna have
data-informed decisions

1935
01:24:46,430 --> 01:24:48,533
for effective interventions.

1936
01:24:49,780 --> 01:24:53,670
And MTSS references,
one of the core features

1937
01:24:53,670 --> 01:24:55,690
is comprehensive assessment, right.

1938
01:24:55,690 --> 01:24:58,140
So we really wanna be sure
when we're intervening,

1939
01:24:58,140 --> 01:25:01,980
we know what we're intervening on

1940
01:25:01,980 --> 01:25:04,073
and what exactly we're addressing.

1941
01:25:05,374 --> 01:25:08,650
And the MTSS trauma-informed features,

1942
01:25:08,650 --> 01:25:12,110
which is in one of your handouts as well,

1943
01:25:12,110 --> 01:25:14,500
talks about data, talks about...

1944
01:25:14,500 --> 01:25:17,010
Excuse me, ensuring early access,

1945
01:25:17,010 --> 01:25:20,293
and a formal process for
selecting interventions.

1946
01:25:21,460 --> 01:25:23,610
And there's a handout
called integrating...

1947
01:25:23,610 --> 01:25:24,443
What's it called?

1948
01:25:24,443 --> 01:25:26,300
"Integrating a trauma-informed approach

1949
01:25:26,300 --> 01:25:29,710
into a PBIS framework" that
has a lot of information

1950
01:25:29,710 --> 01:25:32,050
about the crosswalk and the alignment,

1951
01:25:32,050 --> 01:25:33,833
and strategies to employ.

1952
01:25:35,620 --> 01:25:36,453
So we wanna think

1953
01:25:36,453 --> 01:25:39,710
about a systematic
approach to decision-making

1954
01:25:39,710 --> 01:25:42,510
and consider how our existing resources,

1955
01:25:42,510 --> 01:25:44,020
our existing practices,

1956
01:25:44,020 --> 01:25:46,270
can be brought to bear on the problem.

1957
01:25:46,270 --> 01:25:48,490
And it's tricky with trauma

1958
01:25:48,490 --> 01:25:50,040
'cause when we talk about using data,

1959
01:25:50,040 --> 01:25:51,180
it's really an important.

1960
01:25:51,180 --> 01:25:52,610
So we can use behavioral data.

1961
01:25:52,610 --> 01:25:54,100
We can use community data.

1962
01:25:54,100 --> 01:25:56,410
We can use data about nursing visits.

1963
01:25:56,410 --> 01:25:58,073
We can use academic data.

1964
01:25:59,320 --> 01:26:04,110
Developmental trauma is not
a diagnosis in our DSM-5

1965
01:26:04,110 --> 01:26:06,190
and families can be
hesitant, as you well know,

1966
01:26:06,190 --> 01:26:07,580
sometimes to talk about trauma

1967
01:26:07,580 --> 01:26:09,350
because of their fear of judgment

1968
01:26:09,350 --> 01:26:11,240
in terms of their parenting choices

1969
01:26:11,240 --> 01:26:14,980
or their fear of protective
services involvement.

1970
01:26:14,980 --> 01:26:17,430
So there is a lot of data out there to use

1971
01:26:17,430 --> 01:26:20,630
but the diagnosis can
be very, very tricky.

1972
01:26:20,630 --> 01:26:21,790
So we wanna be really looking

1973
01:26:21,790 --> 01:26:23,820
at the drivers behind behavior.

1974
01:26:23,820 --> 01:26:26,350
Again, that inside out view.

1975
01:26:26,350 --> 01:26:28,190
Another consideration,

1976
01:26:28,190 --> 01:26:30,693
if you're using targeted interventions.

1977
01:26:32,200 --> 01:26:35,360
This is a layered daily progress report.

1978
01:26:35,360 --> 01:26:39,870
So think about socio-emotional,
trauma-informed practices

1979
01:26:39,870 --> 01:26:42,070
in your DPR

1980
01:26:42,070 --> 01:26:45,970
versus maybe more academic
considerations, right.

1981
01:26:45,970 --> 01:26:47,630
So as you can see,

1982
01:26:47,630 --> 01:26:50,760
the DPR has the three
school-wide expectations,

1983
01:26:50,760 --> 01:26:52,080
but then they're using

1984
01:26:52,980 --> 01:26:55,690
what they're defining
in those expectations

1985
01:26:55,690 --> 01:26:58,320
to do a daily progress report

1986
01:26:58,320 --> 01:27:01,773
is trauma-informed
practices or SEL practices.

1987
01:27:04,665 --> 01:27:05,870
And this is also in that...

1988
01:27:05,870 --> 01:27:06,830
I'm just looking at my notes.

1989
01:27:06,830 --> 01:27:08,020
It's also in that handout

1990
01:27:08,020 --> 01:27:09,483
of integrating trauma-informed practices

1991
01:27:09,483 --> 01:27:11,580
in your PBIS school-wide framework.

1992
01:27:11,580 --> 01:27:14,313
So there's lots of
great examples in there.

1993
01:27:15,680 --> 01:27:18,330
And then when you think
about your PBIS matrix,

1994
01:27:18,330 --> 01:27:21,873
if you can see on the very
right-hand side of this matrix.

1995
01:27:22,980 --> 01:27:25,820
Again, there's the
school-wide expectations

1996
01:27:25,820 --> 01:27:27,020
but on the right-hand side

1997
01:27:27,020 --> 01:27:30,440
are some trauma-informed
practices that you might use.

1998
01:27:30,440 --> 01:27:34,130
And there is a framework

1999
01:27:34,130 --> 01:27:36,040
called "The Interconnected
Systems Framework,"

2000
01:27:36,040 --> 01:27:40,860
which is in a really
brief brief description

2001
01:27:40,860 --> 01:27:43,270
talks about the intentional integration

2002
01:27:43,270 --> 01:27:47,170
of mental health practices
within the PBIS framework,

2003
01:27:47,170 --> 01:27:49,240
and this is an example of how to do that.

2004
01:27:49,240 --> 01:27:53,010
So when you think about
your next PBIS meeting

2005
01:27:53,010 --> 01:27:55,340
if you're part of your PBIS team,

2006
01:27:55,340 --> 01:27:57,120
maybe take a look at your matrices

2007
01:27:57,120 --> 01:27:59,210
and see if you can include
some trauma-informed,

2008
01:27:59,210 --> 01:28:02,050
socio-emotional behavior
learning components.

2009
01:28:02,050 --> 01:28:04,300
And particularly, you know,

2010
01:28:04,300 --> 01:28:06,290
you're gonna target that
at the universal level,

2011
01:28:06,290 --> 01:28:08,440
but also at the targeted
and intensive level

2012
01:28:08,440 --> 01:28:13,200
for the kids who need the
most intensive supports.

2013
01:28:13,200 --> 01:28:14,070
I said earlier,

2014
01:28:14,070 --> 01:28:18,260
we wanna think about bottom
up or top down approaches.

2015
01:28:18,260 --> 01:28:20,320
Schools tend to be very top down

2016
01:28:20,320 --> 01:28:22,563
because you're teaching academics, right.

2017
01:28:23,680 --> 01:28:25,880
But you know, the lower parts of our brain

2018
01:28:25,880 --> 01:28:28,220
are responsible for our
emotional regulation

2019
01:28:28,220 --> 01:28:30,530
and if they are highly
activated all the time,

2020
01:28:30,530 --> 01:28:34,043
it's hard for kids to engage
in top down approaches.

2021
01:28:35,490 --> 01:28:38,650
So you wanna utilize data
to assess when top down

2022
01:28:38,650 --> 01:28:40,830
or bottom approaches are gonna work

2023
01:28:41,890 --> 01:28:43,870
and are most conducive to kids being able

2024
01:28:43,870 --> 01:28:47,123
to generalize their
practices and their skills.

2025
01:28:48,250 --> 01:28:51,180
And think about universal
classroom opportunities

2026
01:28:53,220 --> 01:28:56,320
for bottom up approaches like movement.

2027
01:28:56,320 --> 01:28:57,610
For example, ReYoga.

2028
01:28:57,610 --> 01:28:59,863
This can help down regulate the amygdala.

2029
01:29:01,480 --> 01:29:04,130
Let me think if I wanna say
anything more about that.

2030
01:29:06,020 --> 01:29:06,870
I don't think so.

2031
01:29:07,830 --> 01:29:09,710
Again, an intervention consideration

2032
01:29:09,710 --> 01:29:14,500
is how are you incorporating
throughout the day

2033
01:29:14,500 --> 01:29:16,100
lots of bottom up approaches

2034
01:29:16,100 --> 01:29:18,300
to help kids feel more
regulated in their bodies

2035
01:29:18,300 --> 01:29:20,180
so they can access their cortex

2036
01:29:20,180 --> 01:29:24,273
and take advantage of top
down approaches as well?

2037
01:29:26,220 --> 01:29:27,860
And upstream interventions

2038
01:29:27,860 --> 01:29:31,920
are universal approaches
to supporting kids.

2039
01:29:31,920 --> 01:29:34,690
One way to strengthen individual

2040
01:29:34,690 --> 01:29:36,660
and organizational wellness and resilience

2041
01:29:36,660 --> 01:29:39,343
is through those upstream interventions.

2042
01:29:43,870 --> 01:29:46,550
When I think about
upstream intervention...

2043
01:29:46,550 --> 01:29:47,770
Sorry.

2044
01:29:47,770 --> 01:29:49,810
Ah there, my mouse is working.

2045
01:29:49,810 --> 01:29:51,680
We know that socio-emotional learning

2046
01:29:51,680 --> 01:29:53,410
or socio-emotional behavior learning

2047
01:29:53,410 --> 01:29:55,273
is an upstream intervention.

2048
01:29:58,740 --> 01:30:03,740
Brandi Simonsen identifies five dimensions

2049
01:30:03,770 --> 01:30:06,750
of effective socio-emotional
learning practices

2050
01:30:06,750 --> 01:30:08,860
that encompass both self-management

2051
01:30:08,860 --> 01:30:11,293
and interpersonal relationship,

2052
01:30:12,280 --> 01:30:14,040
and both of those self-management

2053
01:30:14,040 --> 01:30:15,520
and interpersonal relationship

2054
01:30:15,520 --> 01:30:17,470
are most likely disrupted by trauma.

2055
01:30:17,470 --> 01:30:18,700
So those five dimensions

2056
01:30:18,700 --> 01:30:22,320
are you maximize the structure
in your classroom, right.

2057
01:30:22,320 --> 01:30:25,570
You post, teach, review, and you monitor,

2058
01:30:25,570 --> 01:30:28,790
as well as reinforce the
classroom expectations

2059
01:30:28,790 --> 01:30:30,540
and keep in mind incorporating some

2060
01:30:32,789 --> 01:30:37,789
socio-emotional behavioral
learning expectations as well.

2061
01:30:39,070 --> 01:30:42,740
You actively engage your kids,
right, in observable ways.

2062
01:30:42,740 --> 01:30:45,470
And you use a continuum of strategies

2063
01:30:45,470 --> 01:30:47,920
to respond to when things are going well

2064
01:30:47,920 --> 01:30:50,110
and a continuum of strategies to respond

2065
01:30:50,110 --> 01:30:51,390
when things aren't going well,

2066
01:30:51,390 --> 01:30:52,780
and knowing those strategies

2067
01:30:52,780 --> 01:30:56,250
can enhance your own sense
of wellness and resilience

2068
01:30:56,250 --> 01:31:00,110
because you're confident
about what strategies

2069
01:31:00,110 --> 01:31:02,670
and resources are there.

2070
01:31:02,670 --> 01:31:05,740
It's also important to think
about when you're thinking

2071
01:31:05,740 --> 01:31:08,690
about socio-emotional behavioral
learning opportunities

2072
01:31:08,690 --> 01:31:12,130
for kids, to consider the
role of your school counselor

2073
01:31:12,130 --> 01:31:14,650
or other mental health providers
that are in your school.

2074
01:31:14,650 --> 01:31:19,440
Another handout that's in your resources

2075
01:31:19,440 --> 01:31:20,840
that I provided today

2076
01:31:22,340 --> 01:31:24,460
is "The Role of the School Clinician."

2077
01:31:24,460 --> 01:31:25,900
So thinking about are you

2078
01:31:25,900 --> 01:31:29,350
having a lot of push in versus pull out?

2079
01:31:29,350 --> 01:31:31,180
Are you having your mental health

2080
01:31:31,180 --> 01:31:34,682
or socio-emotional
learning behavior experts

2081
01:31:34,682 --> 01:31:38,270
in the classroom to provide
observation and support.

2082
01:31:38,270 --> 01:31:40,140
So that kids can experience stress

2083
01:31:40,140 --> 01:31:42,460
in the context where the stress occurs

2084
01:31:42,460 --> 01:31:45,060
and not constantly being
pulled out of the classroom

2085
01:31:45,060 --> 01:31:47,890
where academic instruction is interrupted,

2086
01:31:47,890 --> 01:31:51,330
their sense of belonging
and membership is disrupted,

2087
01:31:51,330 --> 01:31:53,590
and they're not able to
practice the strategies

2088
01:31:53,590 --> 01:31:55,570
to be more adaptive in their responses

2089
01:31:55,570 --> 01:31:57,650
to stress in the classroom.

2090
01:31:57,650 --> 01:31:59,130
They're practicing out of the classroom

2091
01:31:59,130 --> 01:32:02,763
which reduces the likelihood
of generalizability.

2092
01:32:04,040 --> 01:32:07,420
I'm just gonna put this slide up here.

2093
01:32:07,420 --> 01:32:09,823
Some examples of upstream interventions,

2094
01:32:10,930 --> 01:32:13,480
but this is my favorite
upstream intervention

2095
01:32:13,480 --> 01:32:14,833
in the whole wide world.

2096
01:32:16,260 --> 01:32:17,910
Positive greetings at the door.

2097
01:32:17,910 --> 01:32:21,050
So you can see here that this teacher

2098
01:32:21,050 --> 01:32:23,570
has different ways of greeting kids.

2099
01:32:23,570 --> 01:32:24,760
Choices that they can make.

2100
01:32:24,760 --> 01:32:28,350
And now that COVID is in decline,

2101
01:32:28,350 --> 01:32:29,750
we can do more of these.

2102
01:32:29,750 --> 01:32:31,260
There's an example of a teacher

2103
01:32:31,260 --> 01:32:34,390
who has a handshake for every single kid.

2104
01:32:34,390 --> 01:32:36,040
So making that eye contact.

2105
01:32:36,040 --> 01:32:37,570
Connecting with kids.

2106
01:32:37,570 --> 01:32:39,940
If you can have some body-based experience

2107
01:32:39,940 --> 01:32:42,130
whether it's an elbow bump or a fist bump,

2108
01:32:42,130 --> 01:32:44,663
that's a way of helping
them regulate their body,

2109
01:32:46,060 --> 01:32:49,773
and this is a really great
universal upstream intervention.

2110
01:32:52,120 --> 01:32:54,433
Another intervention consideration is,

2111
01:32:56,180 --> 01:32:58,620
excuse me, avoiding re-traumatizations.

2112
01:32:58,620 --> 01:33:01,490
So here are some examples of responses

2113
01:33:01,490 --> 01:33:03,140
that can cause re-traumatization.

2114
01:33:06,650 --> 01:33:09,320
Some of the literature
talks about the four R's

2115
01:33:09,320 --> 01:33:13,010
of trauma-informed/trauma-responsive
practice,

2116
01:33:13,010 --> 01:33:15,150
which is recognizing signs of trauma

2117
01:33:15,150 --> 01:33:17,833
which we've talked a little
about what they could be.

2118
01:33:18,930 --> 01:33:21,000
How do you respond to trauma,

2119
01:33:21,000 --> 01:33:24,240
and how do you have a
realization that trauma

2120
01:33:24,240 --> 01:33:27,040
has an impact on functioning
for adults and kids,

2121
01:33:27,040 --> 01:33:30,663
and finally, how do you
prevent re-traumatization?

2122
01:33:33,380 --> 01:33:36,023
And then one final
intervention consideration,

2123
01:33:37,640 --> 01:33:39,260
excuse me, that I wanna talk about

2124
01:33:39,260 --> 01:33:42,510
is reframing motivation and behavior.

2125
01:33:42,510 --> 01:33:45,290
So we know that the primary
functions of behavior

2126
01:33:45,290 --> 01:33:48,220
are seeking attention or
avoiding or escape, right,

2127
01:33:48,220 --> 01:33:49,360
and those are important.

2128
01:33:49,360 --> 01:33:52,610
We need to employ the applied
behavioral analysis approaches

2129
01:33:52,610 --> 01:33:55,280
when we're doing functional
behavioral assessments,

2130
01:33:55,280 --> 01:33:57,450
and trying to understand
what's going on with kids

2131
01:33:57,450 --> 01:33:59,510
and how we can best design interventions

2132
01:33:59,510 --> 01:34:02,800
to support them in being more successful.

2133
01:34:02,800 --> 01:34:05,240
But we also know that if
you're living in survival mode

2134
01:34:05,240 --> 01:34:06,630
which most of the kids

2135
01:34:06,630 --> 01:34:08,830
who've have experienced
developmental trauma are,

2136
01:34:08,830 --> 01:34:10,470
not only are you seeking attention

2137
01:34:10,470 --> 01:34:12,320
but you're seeking safety,

2138
01:34:12,320 --> 01:34:15,493
and that attention may be a
form of seeking safety, right.

2139
01:34:16,370 --> 01:34:19,130
And sometimes forms of
seeking safety is maladaptive.

2140
01:34:19,130 --> 01:34:21,550
For example, fleeing from the classroom

2141
01:34:21,550 --> 01:34:24,530
or engaging in destructive behavior

2142
01:34:24,530 --> 01:34:27,250
because it's causing you
not to have to engage

2143
01:34:27,250 --> 01:34:30,670
in something that causes
you to feel unsafe.

2144
01:34:30,670 --> 01:34:33,100
We also know that kids when they're

2145
01:34:33,100 --> 01:34:35,360
in that survival mode of avoiding danger.

2146
01:34:35,360 --> 01:34:37,130
And again, the way they avoid danger

2147
01:34:37,130 --> 01:34:39,960
can be perceived as maladaptive

2148
01:34:39,960 --> 01:34:42,970
because that's the only methods

2149
01:34:42,970 --> 01:34:44,720
that they've learned so far

2150
01:34:44,720 --> 01:34:46,270
that's helped them keep safe,

2151
01:34:46,270 --> 01:34:49,410
and it's often an unconscious
response to distress.

2152
01:34:49,410 --> 01:34:51,217
It's pretty rare that a kid says,

2153
01:34:51,217 --> 01:34:52,710
"Oh, the teacher just said something

2154
01:34:52,710 --> 01:34:54,550
that really caused me to feel fearful

2155
01:34:54,550 --> 01:34:56,840
therefore I'm gonna
throw this chair," right.

2156
01:34:56,840 --> 01:34:59,270
It's very instantaneous
because the signal goes

2157
01:34:59,270 --> 01:35:01,000
to the lower part of the brain,

2158
01:35:01,000 --> 01:35:04,083
and that's where the
fear response comes from.

2159
01:35:05,240 --> 01:35:07,400
So we wanna think about
the function, the behavior,

2160
01:35:07,400 --> 01:35:11,328
but also again, the drivers
behind the behavior.

2161
01:35:11,328 --> 01:35:13,919
What is the distress in
which the kid is swimming

2162
01:35:13,919 --> 01:35:16,470
and what is the feeling?

2163
01:35:16,470 --> 01:35:19,140
And the feeling often is fear,

2164
01:35:19,140 --> 01:35:21,170
and it's not often identifiable.

2165
01:35:21,170 --> 01:35:23,360
Kids don't always
recognize that the reason

2166
01:35:23,360 --> 01:35:25,480
that they've engaged in
a maladaptive response

2167
01:35:25,480 --> 01:35:27,563
to stress is because they're afraid.

2168
01:35:30,930 --> 01:35:32,210
And then just the simple

2169
01:35:32,210 --> 01:35:34,790
but essential intervention considerations

2170
01:35:34,790 --> 01:35:39,790
is that we need to help
rewire neural networks.

2171
01:35:43,290 --> 01:35:44,790
I'm curious if anybody knows,

2172
01:35:44,790 --> 01:35:47,110
maybe you can put in the chat,

2173
01:35:47,110 --> 01:35:51,930
how many repetitions does it
take to learn something new

2174
01:35:51,930 --> 01:35:54,120
and how many repetitions does it take,

2175
01:35:54,120 --> 01:35:56,850
on average, to unlearn something?

2176
01:35:56,850 --> 01:35:58,640
Anybody wanna volunteer
to put their thoughts

2177
01:35:58,640 --> 01:35:59,893
about that in the chat?

2178
01:36:02,730 --> 01:36:05,607
How many repetitions does it
take to learn something new?

2179
01:36:05,607 --> 01:36:08,120
"21 for new," Robin says.

2180
01:36:08,120 --> 01:36:10,393
And how many to unlearn?

2181
01:36:11,540 --> 01:36:14,460
Yeah, to unlearn a neural pathway

2182
01:36:14,460 --> 01:36:16,333
or to rewire a neural pathway?

2183
01:36:27,890 --> 01:36:29,567
Okay, we're seeing a lot
of responses in the chat

2184
01:36:29,567 --> 01:36:30,900
and that's fine.

2185
01:36:30,900 --> 01:36:32,880
So on average it takes eight repetitions

2186
01:36:32,880 --> 01:36:33,900
to learn something new

2187
01:36:33,900 --> 01:36:37,070
and 28 repetitions to unlearn something.

2188
01:36:37,070 --> 01:36:38,980
For kids who've experienced
developmental trauma,

2189
01:36:38,980 --> 01:36:40,650
it'll probably take that much more.

2190
01:36:40,650 --> 01:36:43,540
So we wanna be thinking about
activating neural networks

2191
01:36:43,540 --> 01:36:46,070
by targeting specific behaviors

2192
01:36:46,070 --> 01:36:50,693
or specific components of learning.

2193
01:36:51,870 --> 01:36:53,970
So if we're really trying
to regulate the amygdala,

2194
01:36:53,970 --> 01:36:56,780
we're gonna be doing some
calming strategies over

2195
01:36:56,780 --> 01:36:57,790
and over and over again.

2196
01:36:57,790 --> 01:37:00,210
So activating those neural networks.

2197
01:37:00,210 --> 01:37:03,010
Slowing things down for
ourselves and our kids

2198
01:37:03,010 --> 01:37:06,820
because when we rush to
find a solution to a problem

2199
01:37:06,820 --> 01:37:09,720
or respond to a stressful event,

2200
01:37:09,720 --> 01:37:11,920
we can cause more harm.

2201
01:37:11,920 --> 01:37:14,110
Again, the repetition we talked about.

2202
01:37:14,110 --> 01:37:17,120
How many repetitions are we
gonna need to change behavior,

2203
01:37:17,120 --> 01:37:20,840
and our tolerance for
seeing a behavior change

2204
01:37:20,840 --> 01:37:22,950
and then seeing a kid revert back

2205
01:37:22,950 --> 01:37:24,660
to that old behavior again

2206
01:37:24,660 --> 01:37:27,180
so that we have to do more repetitions.

2207
01:37:27,180 --> 01:37:28,950
And then dosing is really, kind of,

2208
01:37:28,950 --> 01:37:32,020
like dipping your toe
in the pond of distress.

2209
01:37:32,020 --> 01:37:34,300
Being wrapped with
interventions that support you

2210
01:37:34,300 --> 01:37:37,280
in being successful in
experiencing that distress,

2211
01:37:37,280 --> 01:37:41,680
and taking your toe back
out of that distress.

2212
01:37:41,680 --> 01:37:43,720
So thinking really carefully

2213
01:37:43,720 --> 01:37:47,240
about how much am I gonna
push a kid right now,

2214
01:37:47,240 --> 01:37:50,630
and how much am I gonna
provide these micro-moments

2215
01:37:50,630 --> 01:37:52,720
of experience of success

2216
01:37:52,720 --> 01:37:56,893
versus asking for huge steps of success.

2217
01:37:58,920 --> 01:37:59,890
And then what was the last thing

2218
01:37:59,890 --> 01:38:00,950
I was gonna say about dosing?

2219
01:38:00,950 --> 01:38:02,640
Oh, we know that, you know,

2220
01:38:02,640 --> 01:38:05,040
therapy is a really useful
intervention for kids

2221
01:38:05,040 --> 01:38:07,110
who've experienced developmental trauma,

2222
01:38:07,110 --> 01:38:10,110
but again, micro-moments
can be far more impactful

2223
01:38:10,110 --> 01:38:13,540
and effective in shaping
and rewiring neural networks

2224
01:38:13,540 --> 01:38:16,010
than long therapy sessions.

2225
01:38:16,010 --> 01:38:18,360
And I apologize if there's
any therapists on the call,

2226
01:38:18,360 --> 01:38:21,100
you're valuable and
your work is invaluable

2227
01:38:21,100 --> 01:38:23,470
but what can be done in a school setting

2228
01:38:23,470 --> 01:38:27,223
is so incredibly useful
and impactful as well.

2229
01:38:28,710 --> 01:38:31,873
Okay, I am gonna stop
sharing for a moment.

2230
01:38:33,120 --> 01:38:35,330
Lots of information.

2231
01:38:35,330 --> 01:38:38,350
And I'm just gonna check in with everyone

2232
01:38:38,350 --> 01:38:40,680
if there's any specific questions

2233
01:38:40,680 --> 01:38:42,863
about what we've talked about thus far?

2234
01:38:44,710 --> 01:38:47,610
Any clarification that you want

2235
01:38:47,610 --> 01:38:49,690
about intervention considerations?

2236
01:38:49,690 --> 01:38:51,373
The PBIS framework?

2237
01:39:04,720 --> 01:39:06,660
Okay, I'm not seeing anything in the chat.

2238
01:39:06,660 --> 01:39:09,110
I'm not seeing any hands go up.

2239
01:39:09,110 --> 01:39:12,240
So we'll spend the next 10 minutes...

2240
01:39:12,240 --> 01:39:15,110
We're gonna go through it fairly quickly.

2241
01:39:15,110 --> 01:39:18,230
Just gonna highlight some
of the domains of impairment

2242
01:39:18,230 --> 01:39:20,920
and some of the strategies
that can be used

2243
01:39:20,920 --> 01:39:23,290
at the universal, targeted,
and intensive level,

2244
01:39:23,290 --> 01:39:26,563
and then we will end on time.

2245
01:39:35,850 --> 01:39:36,683
Okay.

2246
01:39:38,600 --> 01:39:40,590
So we talked about physiology.

2247
01:39:40,590 --> 01:39:42,650
We talked about the body
and the brain, right.

2248
01:39:42,650 --> 01:39:45,520
And what we know is
that when we think about

2249
01:39:45,520 --> 01:39:49,290
whether we're gonna do bottom
up or top down interventions,

2250
01:39:49,290 --> 01:39:52,900
that we're working to
stabilize the nervous system.

2251
01:39:52,900 --> 01:39:54,040
We wanna do movement.

2252
01:39:54,040 --> 01:39:56,363
We wanna do rhythmic activities.

2253
01:39:57,490 --> 01:39:59,700
We wanna get kids moving
around the classroom

2254
01:39:59,700 --> 01:40:01,363
as much as possible.

2255
01:40:02,484 --> 01:40:04,730
All of these intervention strategies

2256
01:40:04,730 --> 01:40:07,720
are easily done at the universal level.

2257
01:40:07,720 --> 01:40:10,440
When you think about intensive level,

2258
01:40:10,440 --> 01:40:12,550
it's developing a behavior support plan

2259
01:40:12,550 --> 01:40:15,010
that's gonna enhance these strategies

2260
01:40:15,010 --> 01:40:16,920
in different opportunities.

2261
01:40:16,920 --> 01:40:20,290
Whether it's one-on-one
with a school counselor.

2262
01:40:20,290 --> 01:40:22,580
Whether it's in a small group.

2263
01:40:22,580 --> 01:40:25,853
Whether kids are earning breaks.

2264
01:40:26,860 --> 01:40:28,150
Actually they should be contingent

2265
01:40:28,150 --> 01:40:29,380
and non-contingent breaks

2266
01:40:29,380 --> 01:40:31,620
so they can practice
some of these strategies.

2267
01:40:31,620 --> 01:40:34,760
So we're really working
to slow down a heart rate,

2268
01:40:34,760 --> 01:40:37,003
to calm down the blood pressure,

2269
01:40:37,910 --> 01:40:40,640
to regulate the body temperature,

2270
01:40:40,640 --> 01:40:42,820
and to help regulate the amygdala

2271
01:40:42,820 --> 01:40:44,743
or that limbic region of their brain.

2272
01:40:46,370 --> 01:40:49,730
We talk about attachment
and relationships.

2273
01:40:49,730 --> 01:40:53,250
Here are some of the domain
components of attachment

2274
01:40:53,250 --> 01:40:57,183
and relationship that can
have an impact on kids, right.

2275
01:41:00,960 --> 01:41:02,970
They can be very highly sensitized.

2276
01:41:02,970 --> 01:41:05,080
They have a hard time
with perspective taking,

2277
01:41:05,080 --> 01:41:06,730
hard time with attuning.

2278
01:41:06,730 --> 01:41:09,150
They have these atypical
seeking behaviors.

2279
01:41:09,150 --> 01:41:11,110
Again, I go back to seeking safety

2280
01:41:11,110 --> 01:41:13,743
which can be very
confounding and perplexing.

2281
01:41:15,220 --> 01:41:18,140
And some of the strategies
that we talk about

2282
01:41:18,140 --> 01:41:20,820
is relational deposits
and relational endurance.

2283
01:41:20,820 --> 01:41:24,020
This again goes back
to tolerate the rupture

2284
01:41:24,020 --> 01:41:26,203
but work to repair with relationship.

2285
01:41:27,330 --> 01:41:30,473
Think about validation, not reassurance.

2286
01:41:32,440 --> 01:41:35,560
What's the difference between
validation and reassurance?

2287
01:41:35,560 --> 01:41:38,080
Validation is when you
are just sitting with them

2288
01:41:38,080 --> 01:41:41,060
and saying, "Yeah, that
sounds really hard. I get it."

2289
01:41:41,060 --> 01:41:43,420
Reassurance is saying,
"It's gonna be okay."

2290
01:41:43,420 --> 01:41:47,103
Reassurance can be incredibly,
incredibly invalidating,

2291
01:41:48,710 --> 01:41:51,180
and so you wanna be careful to avoid that.

2292
01:41:51,180 --> 01:41:53,100
It's saying things like,
"It's gonna be all right.

2293
01:41:53,100 --> 01:41:54,277
Don't worry about it."

2294
01:41:57,240 --> 01:41:58,930
You know, "That's not a big deal."

2295
01:41:58,930 --> 01:42:00,003
Things like that.

2296
01:42:01,000 --> 01:42:03,640
And we talked about
reframing connection seeking

2297
01:42:03,640 --> 01:42:07,120
versus attention seeking, repair seeking.

2298
01:42:07,120 --> 01:42:09,590
PACE, is something from
Dan Hughes attachment work,

2299
01:42:09,590 --> 01:42:11,660
which has got to do with patience,

2300
01:42:11,660 --> 01:42:13,650
acceptance, curiosity, and empathy.

2301
01:42:13,650 --> 01:42:18,150
Excuse me, playfulness,
acceptance, curiosity, and empathy,

2302
01:42:18,150 --> 01:42:19,970
and really working on your own attunement.

2303
01:42:19,970 --> 01:42:21,810
Being a feelings detective

2304
01:42:21,810 --> 01:42:24,530
and really figuring out
what's going on with a kid,

2305
01:42:24,530 --> 01:42:27,090
and understanding what
are those antecedents

2306
01:42:27,090 --> 01:42:29,850
in the classroom, in
the school environment

2307
01:42:29,850 --> 01:42:31,863
that's causing a kid to be triggered.

2308
01:42:33,942 --> 01:42:35,683
I'm not gonna show that video.

2309
01:42:36,560 --> 01:42:38,940
Kids who have experienced
developmental trauma

2310
01:42:38,940 --> 01:42:41,720
struggle a great deal
with identifying affect

2311
01:42:41,720 --> 01:42:45,540
and they have a pretty
restricted range of affect.

2312
01:42:45,540 --> 01:42:48,070
So it's hard for them to
know their experiences

2313
01:42:48,070 --> 01:42:50,990
and they can misread non-verbal
cues very, very easily.

2314
01:42:50,990 --> 01:42:54,940
They may misinterpret
frustration as anger.

2315
01:42:54,940 --> 01:42:59,090
They may misinterpret sadness as anger.

2316
01:42:59,090 --> 01:43:01,380
And sometimes they hear a change

2317
01:43:01,380 --> 01:43:03,710
in our modulation of voice
and they are threatened

2318
01:43:03,710 --> 01:43:06,010
by that change in our modulation of voice.

2319
01:43:06,010 --> 01:43:09,620
So they have a hard time with sleeping,

2320
01:43:09,620 --> 01:43:12,850
and that their emotions can
be really, really dangerous

2321
01:43:12,850 --> 01:43:14,430
because their emotions have caused them

2322
01:43:14,430 --> 01:43:16,733
to be harmed in the past by adults.

2323
01:43:17,880 --> 01:43:20,330
And their autonomic nervous system

2324
01:43:20,330 --> 01:43:22,650
is really the sympathetic division

2325
01:43:22,650 --> 01:43:24,230
of that is over-activated.

2326
01:43:24,230 --> 01:43:26,010
Again, that's that fight, that flight,

2327
01:43:26,010 --> 01:43:28,230
that freeze, that flock element,

2328
01:43:28,230 --> 01:43:30,160
and so they're hypervigilant.

2329
01:43:30,160 --> 01:43:31,330
They're constantly aware

2330
01:43:31,330 --> 01:43:33,820
and it's hard for them
to slow things down.

2331
01:43:33,820 --> 01:43:37,510
It's hard for them to activate
the parasympathetic division,

2332
01:43:37,510 --> 01:43:41,573
which is like rest and
digest, to calm things down.

2333
01:43:43,150 --> 01:43:46,420
So they often show
physical signs of distress

2334
01:43:46,420 --> 01:43:49,250
even when the stimulus has been removed.

2335
01:43:49,250 --> 01:43:53,230
The activating stimulus has been removed.

2336
01:43:53,230 --> 01:43:55,190
Movement, helping kids understand

2337
01:43:55,190 --> 01:43:57,113
where their body is in space.

2338
01:43:58,660 --> 01:44:03,150
I worked with a teacher
recently, who did this thing.

2339
01:44:03,150 --> 01:44:04,850
She was a third grade math teacher

2340
01:44:04,850 --> 01:44:06,640
and she did this activity with kids

2341
01:44:06,640 --> 01:44:09,030
of hundreds, tens, and ones.

2342
01:44:09,030 --> 01:44:11,730
And we talked about possibly
having the kids stand up

2343
01:44:11,730 --> 01:44:14,720
and move around the classroom
and be a group of a hundreds,

2344
01:44:14,720 --> 01:44:17,692
be a group of tens, be a group of ones.

2345
01:44:17,692 --> 01:44:22,450
So the more that we can
get kids' body moving,

2346
01:44:22,450 --> 01:44:24,000
the more they know where their bodies are,

2347
01:44:24,000 --> 01:44:26,920
and they can manage their
affect and their emotions.

2348
01:44:26,920 --> 01:44:30,830
And again, you can apply
these intervention strategies

2349
01:44:30,830 --> 01:44:32,420
at all three tiers of support.

2350
01:44:32,420 --> 01:44:35,253
Universal, targeted, and intensive.

2351
01:44:36,420 --> 01:44:39,023
I'm actually gonna skip
through these slides.

2352
01:44:40,800 --> 01:44:42,963
When we think about
cognition and learning,

2353
01:44:45,870 --> 01:44:48,070
kids struggle with cognitive distortions.

2354
01:44:48,070 --> 01:44:51,560
They can be very rigid and
concrete in their thinking.

2355
01:44:51,560 --> 01:44:56,060
They might have challenges

2356
01:44:56,060 --> 01:44:59,640
with using and receiving
language to understand,

2357
01:44:59,640 --> 01:45:03,410
to restore and to remember information.

2358
01:45:03,410 --> 01:45:05,070
This is because their hippocampus

2359
01:45:05,070 --> 01:45:06,790
is compromised in it's functioning.

2360
01:45:06,790 --> 01:45:08,830
It's got to do with cortisol being toxic

2361
01:45:08,830 --> 01:45:12,900
and really compromising the development

2362
01:45:12,900 --> 01:45:14,253
of their hippocampus.

2363
01:45:16,050 --> 01:45:18,170
Again, it's not a big surprise

2364
01:45:18,170 --> 01:45:20,270
when we think about
intervention strategies

2365
01:45:20,270 --> 01:45:22,100
across all three tiers.

2366
01:45:22,100 --> 01:45:22,933
Movement.

2367
01:45:22,933 --> 01:45:25,680
Multisensory experiences.

2368
01:45:25,680 --> 01:45:28,000
We wanna target executive
functioning, right.

2369
01:45:28,000 --> 01:45:32,550
So that's our capacity
to inhibit our impulses.

2370
01:45:32,550 --> 01:45:37,540
It's our capacity to
use our working memory.

2371
01:45:37,540 --> 01:45:38,920
Et cetera.

2372
01:45:38,920 --> 01:45:40,200
I'm just gonna stop sharing.

2373
01:45:40,200 --> 01:45:42,100
I know that we're running out of time,

2374
01:45:42,100 --> 01:45:43,070
but I would love for people

2375
01:45:43,070 --> 01:45:44,660
to just drop in the chat quickly.

2376
01:45:44,660 --> 01:45:48,070
What are some examples that
you're using in your classroom

2377
01:45:48,070 --> 01:45:51,160
or whatever environment
that you work with kids in,

2378
01:45:51,160 --> 01:45:53,283
that is incorporating movement?

2379
01:46:04,787 --> 01:46:05,620
"GoNoodle brain breaks.

2380
01:46:05,620 --> 01:46:08,540
End of morning meeting, we
have an active activity."

2381
01:46:08,540 --> 01:46:10,543
Great, love these ideas.

2382
01:46:13,417 --> 01:46:15,030
"Movement breaks, shooting hoops."

2383
01:46:15,030 --> 01:46:16,710
Love it Lynn, that's terrific.

2384
01:46:16,710 --> 01:46:17,543
Yep.

2385
01:46:19,277 --> 01:46:20,670
"Movement breaks.

2386
01:46:20,670 --> 01:46:22,170
Cosmic yoga for kids.

2387
01:46:22,170 --> 01:46:24,780
All breaks earned, scheduled
always include a walk.

2388
01:46:24,780 --> 01:46:26,400
Sensory path yoga.

2389
01:46:26,400 --> 01:46:27,233
Brain breaks.

2390
01:46:27,233 --> 01:46:28,610
Frequent sensory room breaks.

2391
01:46:28,610 --> 01:46:29,443
Sensory path."

2392
01:46:29,443 --> 01:46:31,317
These are wonderful ideas.

2393
01:46:31,317 --> 01:46:32,530
"The use of fidgets.

2394
01:46:32,530 --> 01:46:33,570
Outdoor classrooms."

2395
01:46:33,570 --> 01:46:35,157
Oh yeah, wonderful.

2396
01:46:35,157 --> 01:46:36,220
"Outdoor classrooms."

2397
01:46:36,220 --> 01:46:37,840
Great, thanks.

2398
01:46:37,840 --> 01:46:39,960
Yeah, and so these are terrific ideas,

2399
01:46:39,960 --> 01:46:42,490
and even enhancing these ideas more

2400
01:46:42,490 --> 01:46:44,980
are their strategies you're using

2401
01:46:44,980 --> 01:46:47,200
during the delivery of instruction

2402
01:46:47,200 --> 01:46:50,320
that allow kids to get
up and move their bodies,

2403
01:46:50,320 --> 01:46:51,840
and move around the classroom

2404
01:46:51,840 --> 01:46:53,040
or move around the building.

2405
01:46:53,040 --> 01:46:55,160
However you wanna do that.

2406
01:46:55,160 --> 01:46:57,290
So I'm aware that we
have four minutes left.

2407
01:46:57,290 --> 01:46:59,203
So this is what I'm gonna do.

2408
01:47:01,200 --> 01:47:04,350
First of all, I'm gonna
thank you for your attention

2409
01:47:04,350 --> 01:47:06,780
because it's been a lot of information.

2410
01:47:06,780 --> 01:47:09,130
And what I'm gonna do is I'm gonna talk

2411
01:47:09,130 --> 01:47:10,543
a little bit about movement.

2412
01:47:12,470 --> 01:47:14,860
There's a document in your handouts

2413
01:47:14,860 --> 01:47:17,300
that Dave Milner created about reframing.

2414
01:47:17,300 --> 01:47:18,900
I highly encourage you to look at that.

2415
01:47:18,900 --> 01:47:20,610
That's a way to change mindset

2416
01:47:20,610 --> 01:47:21,930
and build your own resilience

2417
01:47:21,930 --> 01:47:25,790
when we think differently
about how kids see the world

2418
01:47:25,790 --> 01:47:27,760
and how we can reframe their behavior

2419
01:47:27,760 --> 01:47:29,830
so that they don't
cause us as much stress.

2420
01:47:29,830 --> 01:47:31,980
So here's some examples.

2421
01:47:31,980 --> 01:47:33,830
But where I really wanna end

2422
01:47:34,690 --> 01:47:37,060
is as you're leaving this webinar,

2423
01:47:37,060 --> 01:47:38,650
this is again another resource

2424
01:47:38,650 --> 01:47:41,430
from our wonderful
colleague, Rebecca Collier.

2425
01:47:41,430 --> 01:47:45,040
Take a look at this slide
and put in the chat,

2426
01:47:45,040 --> 01:47:47,490
in terms of your self-compassion

2427
01:47:47,490 --> 01:47:50,360
and being able to honor
your vulnerability,

2428
01:47:50,360 --> 01:47:52,770
to strengthen your resilience,

2429
01:47:52,770 --> 01:47:56,670
and to marvel at your endurance

2430
01:47:56,670 --> 01:47:59,010
over the last couple years and beyond,

2431
01:47:59,010 --> 01:48:01,390
what do you need from this list here?

2432
01:48:01,390 --> 01:48:03,300
You can take more than one,

2433
01:48:03,300 --> 01:48:05,710
in order to get through
the rest of your day,

2434
01:48:05,710 --> 01:48:08,713
the rest of this month,
and the rest of the year.

2435
01:48:13,257 --> 01:48:14,090
"All of them."

2436
01:48:14,090 --> 01:48:15,017
Jen, yes.

2437
01:48:15,017 --> 01:48:15,960
"A cup of hope.

2438
01:48:15,960 --> 01:48:17,303
A cup of laughter.

2439
01:48:19,090 --> 01:48:20,160
A cup of patience.

2440
01:48:20,160 --> 01:48:21,530
Hope, laughter."

2441
01:48:21,530 --> 01:48:22,937
Yeah.

2442
01:48:22,937 --> 01:48:23,770
"Hope."

2443
01:48:23,770 --> 01:48:24,957
Yeah, hope is important.

2444
01:48:24,957 --> 01:48:26,693
"Creation," thanks Jen.

2445
01:48:27,530 --> 01:48:28,807
Yeah.

2446
01:48:28,807 --> 01:48:30,660
"Kindness."

2447
01:48:30,660 --> 01:48:31,947
Be kind to each other.

2448
01:48:31,947 --> 01:48:33,680
"Kindness, laughter and patience."

2449
01:48:33,680 --> 01:48:34,930
Yep.

2450
01:48:34,930 --> 01:48:36,763
Be kind to yourselves as well.

2451
01:48:42,120 --> 01:48:43,347
Okay.

2452
01:48:43,347 --> 01:48:44,790
"Patience," from Peter.

2453
01:48:44,790 --> 01:48:45,787
Thanks Peter.

2454
01:48:45,787 --> 01:48:48,310
"Patience, hope and creation.

2455
01:48:48,310 --> 01:48:50,180
Creation, hope and laughter."

2456
01:48:50,180 --> 01:48:51,013
Yeah.

2457
01:48:51,013 --> 01:48:52,890
So as you're continuing to do the chat,

2458
01:48:52,890 --> 01:48:55,150
I wish all of these cups for all of you.

2459
01:48:55,150 --> 01:48:57,330
I, again, am incredibly appreciative

2460
01:48:57,330 --> 01:49:00,140
of you hanging out with us
for the last couple hours.

2461
01:49:00,140 --> 01:49:02,810
I hope you're able to take
something with you today that,

2462
01:49:02,810 --> 01:49:06,343
again, either revitalizes your
own practices or feels new.

2463
01:49:07,420 --> 01:49:09,480
All of these materials,
as Cassandra has said,

2464
01:49:09,480 --> 01:49:13,550
will be on the website
and they're in the chat.

2465
01:49:13,550 --> 01:49:16,930
Feel free to reach out to me
if you have any questions,

2466
01:49:16,930 --> 01:49:20,740
and I hope this warm sunny day

2467
01:49:20,740 --> 01:49:23,000
helps to revitalize you

2468
01:49:24,060 --> 01:49:26,410
for today and moving forward.

2469
01:49:26,410 --> 01:49:28,210
- Thank you so much, Kym.

2470
01:49:28,210 --> 01:49:29,810
Virtual round of applause.

2471
01:49:29,810 --> 01:49:31,350
That was so helpful.

2472
01:49:31,350 --> 01:49:32,730
I took so many notes.

2473
01:49:32,730 --> 01:49:34,100
I'm not sure about all of you,

2474
01:49:34,100 --> 01:49:35,310
but this is wonderful.

2475
01:49:35,310 --> 01:49:36,650
Love the little nuggets too.

2476
01:49:36,650 --> 01:49:38,960
Lots of important information.

2477
01:49:38,960 --> 01:49:40,940
So thank you all so much for joining us.

2478
01:49:40,940 --> 01:49:42,300
Thank you so much, Kym,

2479
01:49:42,300 --> 01:49:44,830
for spending the morning with us.

2480
01:49:44,830 --> 01:49:48,260
After this webinar, you
will receive an email

2481
01:49:48,260 --> 01:49:51,530
from Anne Dubie with a survey.

2482
01:49:51,530 --> 01:49:54,720
Let us know how things
went for you this morning.

2483
01:49:54,720 --> 01:49:56,800
Halfway through the
survey, you'll see a link

2484
01:49:56,800 --> 01:50:00,840
to click on your
certificate of attendance.

2485
01:50:00,840 --> 01:50:02,030
So be sure to do that.

2486
01:50:02,030 --> 01:50:04,960
If you have any questions,
feel free to contact Anne.

2487
01:50:04,960 --> 01:50:06,670
And this has been recorded

2488
01:50:06,670 --> 01:50:10,280
so it will be up on our
website within the next week

2489
01:50:10,280 --> 01:50:11,530
if you wanna look back.

2490
01:50:11,530 --> 01:50:12,960
And again, as Kym mentioned,

2491
01:50:12,960 --> 01:50:15,790
all of the resources are on our website.

2492
01:50:15,790 --> 01:50:17,550
So thank you all so much.

2493
01:50:17,550 --> 01:50:19,910
Hope to see you at the next event soon.

2494
01:50:19,910 --> 01:50:21,220
Enjoy your day.

2495
01:50:21,220 --> 01:50:22,120
Take care.

2496
01:50:22,120 --> 01:50:23,420
- Thank you everyone, bye.