RETURNING TO SCHOOL:�SUPPORTING TEACHERS, �STUDENTS & FAMILIES

PUC CLINICAL COUNSELING DEPARTMENT

GUIDED MEDITATION

MINDFULNESS

REMEMBERING WHY MINDFULNESS IS SO IMPORTANT:

• REDUCE STRESS AND FEELINGS OF BURN OUT.
• IMPROVE EMOTIONAL HEALTH, INCLUDING SELF-CONFIDENCE, EMPATHY, COMPASSION AND PATIENCE.
• ENHANCE TEACHERS’ ABILITY TO CONCENTRATE AND FOCUS.
• IMPROVE HEALTH, INCLUDING REDUCTIONS IN ABSENTEEISM.
• ENHANCE JOB PERFORMANCE (BETTER CLASSROOM MANAGEMENT ETC).

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BENEFITS OF MINDFULNESS PRACTICE

LINKS TO ARTICLES ABOUT MINDFULNESS

• HTTPS://WWW.ALLINAHEALTH.ORG/HEALTHYSETGO/THRIVE/THE-HEALTH-BENEFITS-OF-GUIDED-IMAGERY
• HTTPS://WWW.APA.ORG/MONITOR/2012/07-08/CE-CORNER
• HTTPS://MINDFULNESSEXERCISES.COM/GUIDED-MEDITATION-DETACHMENT-THINKING/
• HTTPS://MINDFULNESSEXERCISES.COM/FREE-GUIDED-MEDITATIONS-MINDFULNESS-TALKS/
• HTTPS://MINDFULNESSEXERCISES.COM/MINDFULNESS-OF-EMOTIONS/

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PURPOSE/GOAL FOR TODAY’S TRAINING

• TO UNDERSTAND HOW COVID-19 MAY HAVE IMPACTED OUR TEACHERS, STUDENTS AND FAMILIES AND WHAT WE CAN EXPECT FROM THEM WHEN WE RETURN
• TO LEARN STRATEGIES TO BEST SUPPORT TEACHERS AND STUDENTS SOCIALLY, EMOTIONALLY, AND ACADEMICALLY UPON THE RETURN TO SCHOOL
• TO PRACTICE A POST-COVID COMMUNITY CIRCLE THAT WE CAN USE WITH TEACHERS AND STUDENTS

AGENDA

• IMPACT OF COVID-19 ON LEARNING
• TRAUMA-INFORMED STRATEGIES TO SUPPORT TEACHERS AND YOUTH AND INCREASE LEARNING DURING SCHOOL RE-OPENING POST-COVID
• STAFF SELF-CARE
• STAFF CIRCLE/CIRCLE PRACTICE

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GLOBAL TRAUMA/WORLD CRISIS

LARGE-SCALE TRAUMAS LIKE COVID-19 ARE ACCOMPANIED BY INCREASES IN:

• DEPRESSION
• POST-TRAUMATIC STRESS DISORDER (PTSD)
• SUBSTANCE USE DISORDER
• OTHER MENTAL / BEHAVIORAL DISORDERS (ANXIETY, HYPERVIGILANCE)
• DOMESTIC VIOLENCE AND CHILD ABUSE
• SUICIDE

PROLONGED EXPOSURE TO STRESS…

HYPOTHALAMUS = BRAIN’S ALARM SYSTEM

WHEN ACTIVATED, RELEASES A SURGE OF HORMONES

(CORTISOL & ADRENALINE)

ONCE PERCEIVED THREAT HAS PASSED, HORMONE LEVELS RETURN TO NORMAL. HEART RATE AND BLOOD PRESSURE RETURN TO BASELINE, BUT WHEN STRESSORS ARE ALWAYS PRESENT, THE FIGHT-FLIGHT REACTION STAYS TURNED ON (HYPERVIGILANCE).

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OVEREXPOSURE TO STRESS CAN CAUSE:

• ANXIETY

• DEPRESSION

• DIGESTIVE PROBLEMS

• HEADACHES

• HEART DISEASE

• SLEEP PROBLEMS

• WEIGHT GAIN

• MEMORY & CONCENTRATION IMPAIRMENT

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COVID IMPACT ON TEACHERS

• SOME KNOWNS (BURNOUT)
• SOME UNKNOWNS (PSYCHOLOGICAL IMPACT)
• VARIES (FROM TEACHER TO TEACHER, SCHOOL LEVEL)
• TO MEET TEACHERS’ NEEDS, WE HAVE TO MEET OUR OWN NEEDS FIRST…

COVID IMPACT ON STUDENTS

• SOME KNOWNS (LEARNING LOSS)
• SOME UNKNOWNS (PSYCHOLOGICAL IMPACT)
• VARIES (FROM GRADE TO GRADE, SCHOOL LEVEL)
• TO MEET STUDENTS’ NEEDS, WE HAVE TO MEET OUR OWN NEEDS FIRST…

CHECKING IN

WHAT QUESTION WOULD YOU LOVE FOR SOMEONE TO ASK YOU IN A DAY?

WHAT DO WE ALL NEED RIGHT NOW?�(EMOTIONALLY, SPIRITUALLY, FINANCIALLY, MENTALLY, PHYSICALLY, ETC.)

• PLEASE REFLECT FOR A MOMENT...
• IN YOUR EVERYDAY LIFE, WHAT RISES TO THE TOP IN TERMS OF NEED?
• DO YOU KNOW WHAT STEPS YOU NEED TO TAKE IN ORDER TO ADDRESS THAT NEED?
• HOW CAN YOU HELP YOUTH FIGURE OUT WHAT STEPS THEY NEED TO TAKE TO ADDRESS THEIR NEEDS?

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WHAT DO WE ALL NEED RIGHT NOW?�(EMOTIONALLY, SPIRITUALLY, FINANCIALLY, MENTALLY, PHYSICALLY, ETC.) �FEEDBACK FROM LEADERS:

MENTAL HEALTH

• ARE PROPER PLANS & SUPPORTS IN PLACE FOR STUDENT AND TEACHER MENTAL HEALTH?

YES, THE CLINICAL COUNSELING PROGRAM CAN PROVIDE:

-1:1 COUNSELING FOR ANY STUDENT AND/OR FAMILY IN NEED

-GROUP COUNSELING FOR DIFFERENT STUDENT GROUPS (THOSE IN COHORTS COMING TO CAMPUS, THOSE WHO ARE DOING ONLY ONLINE LEARNING, THOSE WHO HAVE LOST LOVED ONES TO COVID-19, STUDENTS WHO ARE ELL, STUDENTS WITH IEPS, ETC.)

-SUPPORT GROUPS FOR TEACHERS

-MINDFULNESS FACILITATION

-CLASSROOM PRESENTATIONS ON SELF-CARE

-CLASSROOM DE-BRIEFINGS

-PARENT WEBINARS, SOCIAL MEDIA POSTS

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WHAT DO WE ALL NEED RIGHT NOW?�(EMOTIONALLY, SPIRITUALLY, FINANCIALLY, MENTALLY, PHYSICALLY, ETC.) �FEEDBACK FROM LEADERS:

LEADER SUPPORT/SERVICES

• THE EMOTIONAL COACHING I WILL TAKE ON FOR MY TEACHERS, OFFICE STAFF, SUPPORT STAFF AS WELL AS PARENTS/FAMILIES. WHILE WE HAVE A CULTURE TEAM TO SUPPORT FAMILIES SOMETIMES THEY WANT THOSE ONE ON ONES WITH ADMIN. IN THIS MOMENT I REALLY FEEL I NEED TO SEEK OUT A REGULAR CHECK IN MYSELF WITH A PROFESSIONAL TO HELP ME MANAGE BURNOUT AND HELP KEEP MY EMPLOYEES AFLOAT TOO.

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-THE CLINICAL COUNSELING TEAM IS HERE TO SUPPORT LEADERS AS WELL AS TEACHERS AND STUDENTS. PLEASE REACH OUT TO YOUR CLINICAL SUPERVISOR ASSIGNED TO YOUR SCHOOL SITE FOR ANY SUPPORT YOU MAY NEED. THEY CAN FIND RESOURCES AND REFERRALS.

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-AS A PUC EMPLOYEE, THERE ARE EAP SERVICES AVAILABLE TO SUPPORT MENTAL HEALTH

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-WHATEVER YOUR MEDICAL PLAN MAY, THERE ARE MENTAL HEALTH SERVICES AVAILABLE IN MOST HEALTH PLANS

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WHAT DO WE ALL NEED RIGHT NOW?�(EMOTIONALLY, SPIRITUALLY, FINANCIALLY, MENTALLY, PHYSICALLY, ETC.) �FEEDBACK FROM LEADERS:

SUPPORT WITH ANXIETY

• THE WELLBEING OF MY STAFF - MANY MEMBERS SUFFER FROM ANXIETY - HOW DO I HELP THEM FEEL THAT THEIR SAFE, HAVE CONTROL OF WHAT WILL MAKE THEM FEEL COMFORTABLE, AND NOT HAVE THEM BURNOUT BECAUSE THEY HAVE ALREADY PUSHED THEMSELVES SO HARD TO ADAPTED TO SO MUCH ALREADY

BURNOUT SUPPORT

• BURNING OUT.  THIS  IS A LOT OF WORK AND I'M ALREADY STRESSED THINKING OUT THE AMOUNT OF WORK THAT GOES INTO RE-OPENING A SCHOOL.  STRATEGIES FOR SUPPORTING AN ALREADY EXHAUSTED STAFF.

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THE CLINICAL COUNSELING TEAM CAN PROVIDE TEACHERS WITH:

-SUPPORT GROUPS

-RESOURCES AND REFERRALS

-MINDFULNESS PRACTICES

-CLASSROOM PRESENTATIONS ON THE PSYCHOLOGICAL IMPACT OF COVID-19, IMPORTANCE OF SELF-CARE, ETC.

-ASSISTANCE WITH ONE ON ONE MEETINGS WITH STUDENTS TO ADDRESS PSYCHO-SOCIAL EMOTIONAL ISSUES

-ASSISTANCE IN ADVISORY SESSIONS, WE CAN FACILITATE COMMUNITY CIRCLES FOR TEACHERS

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WHAT DO WE ALL NEED RIGHT NOW?�(EMOTIONALLY, SPIRITUALLY, FINANCIALLY, MENTALLY, PHYSICALLY, ETC.) �FEEDBACK FROM LEADERS:

BALANCING IT OUT

• NEW WORK DYNAMICS AROUND TRANSITIONING FROM "WORK FROM HOME" TO BEING BACK ON SITE. HOW DO WE SUPPORT WITH THE MENTAL AND EMOTIONAL TOLL IT WILL TAKE.

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THE CLINICAL COUNSELING DEPARTMENT CAN PROVIDE DE-BRIEFINGS FOR STAFF TO PROVIDE A FORUM IN WHICH TO TALK ABOUT THE BURN-OUT AND TRANSITION.

-GIVING STAFF A PLACE TO VENT AND PROCESS.

-WE CAN PROVIDE FUN, EXPERIENTIALS FOR STAFF WITH ART, MUSIC, SAND TRAY, CINEMA

-WE CAN PROVIDE WEEKLY, MONTHLY SUPPORT SESSIONS FOR TEACHERS OVER ZOOM, DURING STAFF MEETINGS, AND/OR IN A PROFESSIONAL DEVELOPMENT SESSION

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WHAT DO WE ALL NEED RIGHT NOW?�(EMOTIONALLY, SPIRITUALLY, FINANCIALLY, MENTALLY, PHYSICALLY, ETC.) �FEEDBACK FROM LEADERS:

SEL

• I WOULD LIKE TO HAVE MORE PD OPPORTUNITIES TO SHARE IDEAS AROUND SEL AND SUPPORTS FOR STAFF RELATED TO MENTAL HEALTH AND HEALING. WHAT CAN BE DONE NOW THIS SEMESTER....AND WHAT CAN WE CREATE FOR THE FUTURE IF/WHEN WE RETURN BACK TO CAMPUS. 

-THE CLINICAL COUNSELING TEAM CAN PROVIDE PROFESSIONAL DEVELOPMENT TRAININGS FOR YOUR TEAM ON SOCIAL EMOTIONAL LEARNING (SEL).

-WE CAN ALSO PROVIDE RESOURCES FOR SEL IN THE CLASSROOM

• HTTPS://PRIZMAH.ORG/KNOWLEDGE/RESOURCE/COVID-19-BACK-SCHOOL-SOCIAL-EMOTIONAL-MENTAL-HEALTH-RESOURCES
• HTTPS://WWW.MSD134.ORG/PAGE/5314
• HTTPS://WWW.PANORAMAED.COM/BLOG/SEL-RESOURCES-FOR-EDUCATORS-SCHOOL-COMMUNITIES-AND-PARENTS-RELATED-TO-COVID-19
• HTTPS://WWW.NASPONLINE.ORG/RESOURCES-AND-PUBLICATIONS/RESOURCES-AND-PODCASTS/COVID-19-RESOURCE-CENTER/WEBINAR-SERIES/SCHOOL-REENTRY-CONSIDERATIONS-SUPPORTING-STUDENT-SOCIAL-EMOTIONAL-LEARNING-(SEL)-AND-MENTAL-BEHAVIORAL-HEALTH-(MBH)-AMIDST-COVID-19

WHAT DO WE ALL NEED RIGHT NOW?�(EMOTIONALLY, SPIRITUALLY, FINANCIALLY, MENTALLY, PHYSICALLY, ETC.) �FEEDBACK FROM LEADERS:

RESOURCES

• RESOURCES FOR MENTAL HEALTH AND HOW TO GET SUPPORT

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OUR CLINICAL COUNSELING WEBSITE HAS A SIGNIFICANT AMOUNT OF RESOURCES:

HTTPS://SITES.GOOGLE.COM/PUCSCHOOLS.ORG/CLINICALCOUNSELING/RESOURCES/PARENT-INFORMATIONAL-HANDOUTS?AUTHUSER=0

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ANY ADDITIONAL RESOURCES OR REFERRALS YOU MAY NEED, PLEASE REACH OUT TO YOUR CLINICAL SUPERVISOR OR MYSELF, WE ARE HAPPY TO HELP

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WHAT DO WE ALL NEED RIGHT NOW?�(EMOTIONALLY, SPIRITUALLY, FINANCIALLY, MENTALLY, PHYSICALLY, ETC.) �FEEDBACK FROM LEADERS:

TRAUMA INFORMED

• RESOCIALIZATION STRATEGIES FOR STAFF AND STUDENTS.

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-THE CLINICAL COUNSELING PROGRAM CAN PROVIDE PROFESSIONAL DEVELOPMENT TRAININGS FOR YOUR TEAM ON TRAUMA INFORMED CARE FOR STAFF TO HELP WITH STUDENTS

-WE CAN PROVIDE FUN PROCESSING GROUPS USING ART, MUSIC, CINEMA AND SAND TRAY

-THE CLINICAL COUNSELING WEBSITE ALSO HAS HANDOUTS FOR PARENTS IN ENGLISH AND SPANISH TO HELP THEM UNDERSTAND ADVERSE CHILDHOOD EXPERIENCES (ACES)

-WE CAN ALSO PROVIDE RESOURCES FOR TRAUMA INFORMED CARE:

• HTTPS://WWW.NCTSN.ORG/RESOURCES/TRAUMA-INFORMED-SCHOOL-STRATEGIES-DURING-COVID-19
• HTTPS://WWW.ESCHOOLNEWS.COM/2020/12/17/4-KEY-PILLARS-OF-A-TRAUMA-INFORMED-APPROACH-DURING-COVID-19/
• HTTPS://CFT.VANDERBILT.EDU/2020/07/TRAUMA-INFORMED-TEACHING-DURING-COVID-19/

WHAT DO WE ALL NEED RIGHT NOW?�(EMOTIONALLY, SPIRITUALLY, FINANCIALLY, MENTALLY, PHYSICALLY, ETC.) �FEEDBACK FROM LEADERS:

HOW TO CREATE A WELCOMING ENVIRONMENT

• 1) THAT EVERYONE FEELS SAFE 2) THAT WE WELCOME ALL STAKEHOLDERS BACK WITH LOVE AND UNDERSTANDING FOR THE BIG ADJUSTMENT WE WILL ALL BE MAKING AGAIN 3) THAT WE ARE ALLOWED THE TIME, SPACE TO HEAL AS A COMMUNITY. WE CAN ONLY MOVE ACADEMICS IF WE PRIORITIZE THE HEALING AND COMMUNITY BUILDING. 

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-THE CLINICAL COUNSELING PROGRAM CAN HELP TO ASSIST SCHOOL LEADERS AS THEY PLAN FOR THEIR STUDENTS TO RETURN BACK TO CAMPUS. WE ARE HAPPY TO JOIN SCHOOL TASK FORCE GROUPS IN THE PLANNING TO ADDRESS THE PSYCHOSOCIAL EMOTIONAL NEEDS FOR STAFF AND STUDENTS/FAMILIES.

-WE CAN PROVIDE INDIVIDUAL AND GROUP SUPPORT TO STUDENTS AND FAMILIES

-WE CAN PROVIDE GROUPS AND RESOURCES FOR STAFF

CRITICAL PRACTICES �FOR RE-OPENING SCHOOLS

• TAKE TIME TO CULTIVATE AND DEEPEN RELATIONSHIPS, BUILD PARTNERSHIPS, AND PLAN FOR SEL
• PRIORITIZE RELATIONSHIPS THAT HAVEN’T BEEN ESTABLISHED, ENGAGE IN TWO-WAY COMMUNICATION, AND BUILD COALITIONS TO EFFECTIVELY PLAN FOR SUPPORTIVE AND EQUITABLE LEARNING ENVIRONMENTS THAT PROMOTE SOCIAL, EMOTIONAL, AND ACADEMIC LEARNING FOR ALL TEACHERS AND STUDENTS.
• DESIGN OPPORTUNITIES WHERE ADULTS CAN CONNECT, HEAL, AND BUILD THEIR CAPACITY TO SUPPORT STUDENTS.
• HELP ADULTS FEEL CONNECTED, EMPOWERED, SUPPORTED, AND VALUED BY CULTIVATING COLLECTIVE SELF-CARE AND WELLBEING, PROVIDING ONGOING PROFESSIONAL LEARNING, AND CREATING SPACE FOR ADULTS TO PROCESS AND LEARN FROM THEIR EXPERIENCES.

CRITICAL PRACTICES �FOR RE-OPENING SCHOOLS

• CREATE SAFE, SUPPORTIVE, AND EQUITABLE LEARNING ENVIRONMENTS THAT PROMOTE ALL TEACHERS’ AND STUDENTS’ SOCIAL AND EMOTIONAL DEVELOPMENT.
• ENSURE ALL TEACHERS AND STUDENTS FEEL A SENSE OF BELONGING; HAVE CONSISTENT OPPORTUNITIES TO LEARN ABOUT, REFLECT ON, AND PRACTICE SEL; EXAMINE THE IMPACT OF THE PANDEMIC AND SYSTEMIC RACISM ON THEIR LIVES AND COMMUNITIES; AND ACCESS NEEDED SUPPORT THROUGH SCHOOL OR COMMUNITY PARTNERS.
• PARTNER WITH TEACHERS, STUDENTS, FAMILIES, STAFF AND COMMUNITY PARTNERS TO LEARN ABOUT STUDENTS’ AND ADULTS’ ONGOING NEEDS AND STRENGTHS, AND CONTINUOUSLY IMPROVE SEL AND TRANSITION EFFORTS�
• HTTPS://CASEL.ORG/WP-CONTENT/UPLOADS/2020/07/SEL-ROADMAP.PDF

STRATEGIES TO HELP CREATE & STRENGTHEN �A TRAUMA-INFORMED ENVIRONMENT

• TRAUMA-INFORMED CARE PRINCIPLES CAN PROVIDE A FRAMEWORK FOR SCHOOLS AND ORGANIZATIONAL COMMUNITIES FEEL SAFE AND SUPPORTED DURING TIMES OF CRISIS.
• STUDENTS NEED AN OPPORTUNITY TO LEARN, EDUCATORS NEED SUPPORT TO TEACH, AND ADMINISTRATORS NEED TO PROVIDE A EFFECTIVE STRUCTURE

BIGGEST GOAL :

NOT TO TRAUMATIZE, NOT TO RE-TRAUMATIZE, NOT TO TRIGGER

TRAUMA-INFORMED STRATEGIES TO SUPPORT TEACHERS AND STUDENTS DURING THE GLOBAL COVID CRISIS

1. VOICE, CHOICE AND PACING
2. SAFETY
3. EMPOWERMENT
4. TRUSTWORTHINESS & TRANSPARENCY
5. RESILIENCE & COLLABORATION
6. CULTURAL RESONANCE & RESPONSIVITY

WHAT IS TRAUMA INFORMED LEADING AND TEACHING?

TRAUMA-INFORMED LEADING AND TEACHING IS NOT A CURRICULUM, SET OF PRESCRIBED STRATEGIES, OR SOMETHING YOU NEED TO “ADD TO YOUR PLATE.” IT’S MORE LIKE A LENS THROUGH WHICH YOU CHOOSE TO VIEW YOUR STUDENTS WHICH WILL HELP YOU BUILD BETTER RELATIONSHIPS, PREVENT CONFLICT, AND TEACH THEM EFFECTIVELY.

STRATEGY 1: VOICE, CHOICE & PACING

• PROVIDE INSTRUCTIONS AND DIRECTION IN SMALL, CONCRETE WAYS.
• ALLOW TEACHERS AND STUDENTS TO ASK MANY QUESTIONS AND EVEN PROVIDE PROMPTS TO CLARIFY.
• ASK DIRECTLY FOR FEEDBACK ABOUT PACING.
• IS THIS TOO MUCH INFORMATION? ARE WE GOING TOO FAST RIGHT NOW?
• CHECK IN WITH TEACHERS AND STUDENTS OFTEN (SHOWS YOU CARE, CREATES SAFETY, IT’S LIKE ASKING “ARE YOU OK?”)
• CREATE OPPORTUNITIES TO SOLICIT EACH TEACHER’S AND STUDENT’S VOICE IN CONVERSATIONS.� THROUGH WRITING, IN CHAT ROOM (IF VIRTUAL) OR EVEN THROUGH ART
• PROVIDE CHOICE WHENEVER POSSIBLE!! �OPTIONS ARE SO HELPFUL WHEN TEACHERS AND STUDENTS ARE FEELING OVERWHELMED! GIVE THEM BACK CONTROL...

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WHAT IS ONE WAY YOU CAN PROVIDE CHOICE TO A TEACHER AND STUDENT

IN YOUR CLASSROOMS/SCHOOL?

PLEASE ADD YOUR COMMENT IN THE CHAT BOX

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STRATEGY 2: SAFETY

• CHECK-IN WITH STUDENT AND CO-WORKERS OFTEN.
• FORMALLY MAKE TIME EVERYDAY TO TOUCH BASE – WHETHER IT IS AN EMAIL OR TEXT, JUST LET PEOPLE KNOW YOU ARE THERE.
• IDENTIFY THOSE WHO MAY NEED ADDITIONAL SCREENING AND/OR TREATMENT FOR STRESS/MENTAL HEALTH CONCERNS.
• REFER TO COUNSELOR WHEN NEEDED, ASK ME FOR SEL RESOURCES
• VALIDATE, VALIDATE, VALIDATE. AND EMPATHIZE. IT HELPS CREATE A SAFE SPACE.
• THIS. IS. HARD. PEOPLE NEED TO HAVE THEIR EMOTIONS, WHEREVER THEY ARE, VALIDATED AND HEARD. “I HEAR YOU…I HEAR THE STRESS IN YOUR VOICE…”
• ESTABLISHING BOUNDARIES HELPS TEACHERS AND STUDENTS FEEL SAFE
• WHEN TEACHERS AND STUDENTS KNOW WHERE THE LINE IS, AND THAT LINE DOESN’T MOVE, IT HELPS PROVIDE SAFETY
• PAY ATTENTION TO YOUR NON-VERBAL COMMUNICATIONS
• WHEN BRAINS ARE STRESSED, THEY ARE MORE AWARE OF HOW PEOPLE COMMUNICATE NON-VERBALLY IN FACIAL EXPRESSIONS AND TONE OF VOICE
• STRESS BRAIN = LOWER COMMUNICATION SKILLS, IMPAIRED ABILITY TO CONCENTRATE

STRATEGY 3: EMPOWERMENT

• PEOPLE ARE FEELING VERY DISEMPOWERED RIGHT NOW.

EMPOWERMENT INCREASES WHEN SOMEONE FEELS THEY HAVE CONTROL OVER THEIR DAILY LIVES.

IDENTIFY WAYS TO GIVE TEACHERS AND STUDENTS CONTROL/CHOICE. CONTROL OVER ANY SMALL THING ON A REGULAR BASIS.

• CREATE OPPORTUNITIES FOR TEACHERS AND STUDENTS TO TAKE ON LITTLE RESPONSIBILITIES.�IF A TEACHER OR STUDENT FEELS LIKE THEY HAVE RESPONSIBILITIES AND THEN MEETS THE EXPECTATIONS, IT INCREASES EMPOWERMENT, CELEBRATE SUCCESSES
• OUTLINE STEPS TO GET TO A GOAL.�MAKE SURE INSTRUCTIONS ARE IN SMALL, DIGESTIBLE AMOUNTS
• BUILD SELF-EFFICACY

THE BELIEF IN ONE’S ABILITY TO CARRY OUT SPECIFIC TASKS AND REACH GOALS

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WHAT IS ONE WAY YOU CAN CREATE SAFETY OR EMPOWER A TEACHER AND STUDENT

IN YOUR CLASSROOMS/SCHOOL?

PLEASE ADD YOUR COMMENT IN THE CHAT BOX

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STRATEGY 4: TRUSTWORTHINESS & TRANSPARENCY

• BOUNDARIES, BOUNDARIES, BOUNDARIES!

TEACHERS AND STUDENTS NEED TO KNOW WHERE THE BOUNDARIES ARE. LEADERS NEED TO CREATE AND COMMUNICATE THEM. �TRUST IS BUILT UPON KNOWING WHERE THE LINE IS AND ENSURING IT DOES NOT MOVE.

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• CLEAR COMMUNICATION – DIRECT & FREQUENT

HELPS REDUCE ANXIETY AND CAN HELP WITH PREDICTABILITY

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• EXPLANATION OF THE ‘WHY’ FOR MANY THINGS

POLICIES, PROCEDURES, CHANGES, ETC. HELPS WITH HOW PEOPLE ARE ABLE TO ACCEPT AND MOVE FORWARD

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• MODELING STRENGTH & SENSITIVITY

MODELING BEHAVIORS FOR TEACHERS AND STUDENTS WILL HELP THEM NAVIGATE THROUGH THESE WATERS

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STRATEGY #5: RESILIENCE & COLLABORATION

• HELPING TEACHERS AND STUDENTS RECALL HOW THEY SUCCESSFULLY HANDLED HARDSHIPS IN THE PAST
• REMIND TEACHERS AND STUDENTS OF THE PATH THEY HAVE TRAVELED AND WHERE THEY ARE TODAY
• ENCOURAGING TEACHERS, STUDENTS AND PARENTS TO GET SUPPORT AND HELP DURING A CRISIS
• REFRAMING
• THINK OF HOW TO FIND THE STRENGTHS OF THIS SITUATION
• EMOTIONAL REGULATION CAN HELP TO BUILD RESILIENCE

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WHAT IS ONE WAY YOU CAN ENHANCE RESILIENCE OR BUILD TRUST WITH A TEACHER AND STUDENT IN YOUR CLASSROOMS/SCHOOL?

PLEASE ADD YOUR COMMENT IN THE CHAT BOX

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STRATEGY #6: CULTURAL RESONANCE & RESPONSIVITY

• CULTURE : HELPS US SURVIVE, BUILDS RESILIENCE, CONNECTION, BELONGING, GIVES STRENGTH, COMFORT, SUPPORT

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• BUILDING UPON THE CULTURAL STRENGTHS

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HELP IDENTIFY – BY ASKING – WHAT A TEACHER’S OR STUDENT’S CULTURAL PRACTICES ARE AND HOW THEY CAN BE HONORED DURING THIS TIME

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• UNDERSTANDING THERE ARE CULTURAL DIFFERENCES BETWEEN HOW PEOPLE ARE IMPACTED BY THE EVENTS OF TODAY

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THERE ARE FINANCIAL, SPIRITUAL, EMOTIONAL AND OTHER WAYS PEOPLE ARE EXPERIENCING THIS CRISIS; CAUSING VARYING LEVELS OF STRESS

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• BUILDING TRUST

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ACKNOWLEDGING TRUST MAY HAVE BEEN BROKEN IN THE PAST AND HOW TO MINIMIZE MISTRUST

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WHAT IS ONE WAY YOU CAN CREATE A CULTURALLY RESONANT APPROACH WITH A TEACHER AND STUDENT IN YOUR CLASSROOMS/SCHOOL?

PLEASE ADD YOUR COMMENT IN THE CHAT BOX

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5 THINGS TO UNDERSTAND ABOUT TRAUMA

1. TRAUMA IS REAL. DON’T MINIMIZE OR DISCOUNT IT.
2. TRAUMA IS PREVALENT. BE ALERT AND “ON THE LOOK OUT”.
3. TRAUMA IS TOXIC TO THE BRAIN AND CAN AFFECT LEARNING AND DEVELOPMENT IN A MULTITUDE OF WAYS.
4. IN OUR SCHOOL, WE NEED TO BE PREPARED TO SUPPORT TEACHERS AND STUDENTS WHO HAVE EXPERIENCED TRAUMA, EVEN IF WE DON’T KNOW EXACTLY WHO THEY ARE.
5. TEACHERS AND STUDENTS ARE RESILIENT, AND WITHIN POSITIVE LEARNING ENVIRONMENTS, THEY CAN GROW, LEARN, AND SUCCEED.

MISTAKES TO AVOID

1. DON’T ASSUME YOU KNOW WHO’S BEEN IMPACTED BY TRAUMA AND WHO HASN’T, THE EXTENT OF THE TRAUMA, OR THE REASON FOR IT.
2. DON’T LABEL TEACHERS OR STUDENTS OR UNNECESSARILY ADVERTISE THEIR TRAUMA.
3. DON’T JUDGE THE TRAUMA OR COMPARE TRAUMATIC SITUATIONS.
4. DON’T TAKE THE BEHAVIOR PERSONALLY.
5. DON’T TRY TO DIG UP TRAUMA AND PSYCHOANALYZE KIDS.
6. DON’T TAKE ON THE BURDEN OF FIXING THE TRAUMA FOR THE TEACHER OR STUDENT.

PRACTICAL STRATEGIES FOR TRAUMA-INFORMED LEADING AND TEACHING

1. BE PRESENT AND EMOTIONALLY AVAILABLE.
2. ASK TEACHERS AND STUDENTS DIRECTLY HOW YOU CAN HELP THEM.
3. WATCH FOR TRIGGERS, EVEN THE INNOCUOUS ONES, AND RESPOND PROACTIVELY.
4. WHEN YOU SEE AN OUTBURST, SHIFT FROM JUDGMENT TO CURIOSITY.
5. LEARN MORE ABOUT THE FAMILIES AND COMMUNITY YOU SERVE, ASKING “WHAT ELSE COULD BE TRUE BESIDES MY ASSUMPTION?”
6. PROVIDE STRUCTURE AND PREDICTABILITY, TO COUNTERACT TEACHERS’ OR STUDENTS’ FEELING OF BEING “ON HIGH ALERT” AT ALL TIMES. 

BE MINDFUL OF THE POTENTIAL IMPACT OF VICARIOUS TRAUMA.�

WORKING WITH TEACHERS AND STUDENTS IMPACTED BY TRAUMA IS CHALLENGING, BUT WE DON’T NEED TO SAVE TEACHERS OR STUDENTS FROM THEIR TRAUMA. WE NEED TO REALLY SEE TEACHERS AND STUDENTS AND HELP THEM BECOME THE BEST VERSIONS OF THEMSELVES. 

SELF-CARE: TAKING CARE OF YOURSELF DURING COVID-19

RESOURCES

1. SAMHSA GUIDANCE FOR A TRAUMA INFORMED APPROACH - HTTPS://STORE.SAMHSA.GOV/SITES/DEFAULT/FILES/D7/PRIV/SMA14-4884.PDF
2. PARENT/CAREGIVER GUIDE TO HELPING FAMILIES COPE WITH COVID-19 HTTPS://WWW.NCTSN.ORG/SITES/DEFAULT/FILES/RESOURCES/FACTSHEET/PARENT_CAREGIVER_GUIDE_TO_HELPING_FAMILIES_COPE_WITH_THE_CORONAVIRUS_DISEASE_2019_COVID-19.PDF
3. TRAUMA-INFORMED TEACHING/PARENTING IN OUR NEW ONLINE ENVIRONMENT - HTTPS://442.A94.MYFTPUPLOAD.COM/WP-CONTENT/UPLOADS/TTS-SOCIAL-DISTANCING-INFOGRAPHIC-2.PDF
4. COPING WITH STRESS & COMPASSION FATIGUE - HTTPS://STORE.SAMHSA.GOV/SITES/DEFAULT/FILES/SAMHSA_DIGITAL_DOWNLOAD/PEP20-01-01-016_508.PDF
5. FEELING STRESSED OR ANXIOUS ABOUT THE COVID-19 PANDEMIC? - HTTPS://STORE.SAMHSA.GOV/PRODUCT/FEELING-STRESSED-OR-ANXIOUS-ABOUT-THE-COVID-19-PANDEMIC/PEP20-01-01-015
6. A CRASH COURSE ON TRAUMA INFORMED TEACHING - HTTPS://THECORNERSTONEFORTEACHERS.COM/TRUTH-FOR-TEACHERS-PODCAST/TRAUMA-INFORMED-TEACHING/

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COVID TEACHER/STUDENT CIRCLES

• INFORMATIONAL AND SOCIAL-EMOTIONAL BENEFITS
• IMPORTANT TO EXPLAIN TO TEACHERS AND STUDENTS WHAT THE PLAN IS AND WHY WE ARE DOING WHAT WE ARE DOING, REDUCES ANXIETY, BUILDS TRUST AND COMPLIANCE
• PROVIDES TEACHERS AND STUDENTS WITH A SAFE SPACE AND AN OPPORTUNITY TO PROCESS THEIR EXPERIENCE
• OFFERS EMOTIONAL SUPPORT
• CREATES CONNECTION, BUILDS COMMUNITY, IMPROVES RELATIONSHIPS
• CREATES SENSE OF BELONGING

COMMUNITY CIRCLE GUIDELINES/PROTOCOL

ONE PERSON SHARES AT A TIME – TALKING TRANSITIONS; NO OUTSIDE COMMENTS OR CHATTING EVEN IF IT’S RELATED TO WHAT THE SPEAKER SAID

SPEAK FROM YOUR HEART – WHATEVER IS TRUE FOR YOU IN THE MOMENT - TRUST THAT YOU WILL KNOW WHAT TO SAY

LISTEN TO UNDERSTAND – TRY TO LET GO OF ANY FEELINGS OR STORIES FROM THE PAST THAT MAKE IT HARD TO HEAR SOMEONE

HONOR CONFIDENTIALITY – WHAT HAPPENS IN CIRCLE STAYS IN CIRCLE

SAY JUST ENOUGH – TAKE THE TIME YOU NEED, KNOWING OTHERS NEED TIME TOO

YOU CAN ALWAYS PASS FOR THE ROUND OR SAY “PASS FOR NOW” AND THE CIRCLE LEADER WILL COME BACK TO YOU

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COVID COMMUNITY CIRCLES: CIRCLE PROMPTS

BEGIN WITH CIRCLE GUIDELINES/PROTOCOLS

• WHAT HAS THE EXPERIENCE OF COVID-19 BEEN LIKE FOR YOU?
• WHAT 3 FEELINGS DESCRIBE HOW YOU’VE FELT DURING THIS TIME?
• WHAT’S BEEN A CHALLENGE FOR YOU DURING THIS TIME OF COVID?
• WHAT’S BEEN SOMETHING GOOD/POSITIVE THAT HAS COME FROM IT?
• WHAT HAVE YOU LEARNED ABOUT YOURSELF? HOW HAVE YOU GROWN?
• WHAT HAS HELPED YOU REDUCE STRESS?/HOW DO YOU SELF-CARE?
• HOW CAN YOU HELP OTHERS DURING THIS TIME?
• HOW ARE YOU FEELING ABOUT THIS NEW SCHOOL YEAR AND THE CHANGES IN PLACE?
• WHAT’S ONE CHALLENGE YOU MIGHT EXPERIENCE THIS SCHOOL YEAR AND 2 STRATEGIES TO ADDRESS THIS CHALLENGE?
• WHAT’S ONE GOOD THING ABOUT THIS SCHOOL YEAR, OR ONE THING YOU’RE LOOKING FORWARD TO?
• WHAT QUESTIONS DO YOU HAVE ABOUT THIS SCHOOL YEAR?

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In small groups:

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Discuss one current collaboration and one new collaboration to address mental health needs

Share out in big group

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This PhotoThis Photo by Unknown Author is licensed under CC BY-ND

THANK YOU

IF YOU HAVE ANY QUESTIONS, CONCERNS, COMMENTS, PLEASE REACH OUT AND CONTACT ME:

DR. CHRISTINE SARTIAGUDA AT C.SARTIAGUDA@PUCSCHOOLS.ORG 818-795-5069 OR ANYONE ON MY TEAM:

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