Tagged With "Breaking the Frame of Anger Management"

Lee ~ You hit on a key point. No one should be surprised that we don't "punish" the students. We use a restorative justice model to teach students how their actions/behaviors impact the community as a whole. It's time intensive, but it has helped prevent suspensions and expulsions, which has helped create stability in the lives of our students. While I'd like to believe that everyone was on board with the restorative justice model, I know that for some of the staff who had been in the school...

Hi Krys, I like that you are also working with the children about the "brain on stress." This is a component that we are adding this year. So far, we have been making all of these changes and the staff have been in the loop as to why we have made the changes, but for the most part, we have not talked to the students about "why" we are doing these things. They have not complained, they seem to be appreciating having more choices and more say in their education. But now that most of the...

Hello, everyone! Hopeworks N Camden is embarking on formal academic study of the difference that our implementation of Trauma Informed Care has had on our outcomes with youth. We are lucky in that we have strong "before" and "after" datasets. Natasha Fletcher, of the Center for Urban Research and Education, is leading the study. I have posted a brief summary of the study below. Who is excited by this? Who would like to continue to hear more about our progress in this? We think it is a really...

Hello Ariane, I have some suggestions: Chapter 4 of The Connected Child (attached with permission) shows the disarming of fear to create felt safety in what I think is an approachable way that is easy to share with teachers. An Article of "Trauma Informed Classrooms" from Adoption Advocate (attached with permission) gives some practical framework to what is needed in a classroom setting TBRI® Animate: Toxic Stress & The Brain - is helpful as well. I provide resources for Southern...