Name: Welcome to Pop-Up PD
Uploaded: 2022-05-24
Duration: 12 min 30 s
Description: Welcome to Pop-Up PD. www.susantarasevichlearning.com.

Welcome to Pop-Up PD. www.susantarasevichlearning.com. 

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Module One:. The Language. Digital art of brain. From Reticent to Responsive. 

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Space to stand or stretch Beverage Twenty-minutes together Materials Workbook, pens, post-it notes, markers. 

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Space to stand or stretch Beverage Twenty-minutes together Materials Workbook, pens, post-it notes, markers

Content Take-Away Action Relevance. Computer Generated Lights. 

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Plan to implement one new concept or idea from the training. 

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Be  intentionally present ;  focus on  growth  Please  complete  all slides and activities in your toolkit Take care  of yourself Some  material may be upsetting  Stretch  your mind

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Plan to implement one new concept  or idea from the training

What's Your Plan to Implement New Learning from this workshop in Your Practice Tomorrow?. 

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What's Your Plan   to Implement   New Learning from this workshop  in Your Practice  Tomorrow?

How does this  relate  to what you already know? How can you  use  this with your students, staff and/or parents tomorrow?

Self-Care Mind Map for Educators. Some content can be disturbing. Use this Mind Map to support yourself throughout the training. 

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Some content can be disturbing.  Use this Mind Map to support yourself throughout the training

C Documents and Settings tarasl Local Settings Temporary Internet Files Content IE5 NB7Z0TRA MC900290952 1 wmf

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2. Defining Trauma. Define trauma; review the causes of trauma; outline the five types of traumatic events. 

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Define trauma; review the causes of trauma; outline the five types of traumatic events

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Computer Generated Lights. Every Session. www.susantarasevichlearning.com. 

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Part One: Relevance. www.susantarasevichlearning.com. 

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A silhouette of a person Description automatically generated with low confidence

■     Difficulty with developmental milestones, relationships,        reading,  vocabulary, memory, organization ■  Lower scores  on achievement tests ■  Higher rates  of: Absenteeism, Suspensions, expulsions,  exclusion Referrals to  special education  Failing  a grade  Perfect, M. M., Turley, M. R., Carlson, J. S.,  Yohanna , J., & Saint Gilles, M. P. (2016).  School-related outcomes of traumatic event exposure and traumatic stress symptoms in students:  A systemic review of research from 1990 to 2015.  School Mental Health , 8, 7–43.

abstract. Teens are NOT OK. Emotional Abuse – nearly 50% Persistent sadness/ hopelessness - 44% Seriously considered attempting suicide - 20% Poor mental health most of the time or always – 37% Attempted suicide in past 12 months – 9%. 

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Emotional Abuse – nearly 50% Persistent sadness/ hopelessness - 44%  Seriously considered attempting suicide - 20%   Poor mental health most of the time or always – 37% Attempted suicide in past 12 months – 9%

https://www.cdc.gov/mmwr/volumes/71/su/pdfs/su7103a1-a5-H.pdf

All four of these measures were higher among  Females  than males LGBT  students compared to heterosexual students.  American Indian /Alaska Native (AI/AN) students had  higher rates of suicide attempts  than students of other races/ethnicities.

https://www.cdc.gov/healthyyouth/data/abes.htm

Teens are NOT OK. D ifficulty completing schoolwork – 66% Reported a parent or other adult in their home lost a job - 29% Experienced hunger - 24% Experienced physical abuse by an adult at home - 11%. 

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D ifficulty completing schoolwork – 66% Reported a parent or other adult in their home lost a job - 29%  Experienced hunger - 24% Experienced physical abuse by an adult at home - 11%

About 33% reported use of tobacco products, alcohol or marijuana or misuse of prescription opioids Alcohol was the most common (20%), followed by vaping products (15%) and marijuana (13%). Over one-third of substance users said their use increased during the pandemic.. 

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About  33% reported use  of tobacco products, alcohol or marijuana or misuse of prescription opioids Alcohol  was the most common (20%), followed by vaping products (15%) and marijuana (13%).  Over one-third of substance users said their  use increased during the pandemic.

Understand we are all healing from a global pandemic. 

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Understand we are all healing from a global pandemic

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COVID-19 Hybrid/Distance Learning Shelter in Place Pandemic fear Caregivers’ level of involvement Increases in: Depression (25%) Anxiety (21%) Child Abuse and Neglect

Racine N, McArthur BA, Cooke JE,  Eirich  R, Zhu J, Madigan S. Global prevalence of depressive and anxiety symptoms in children and adolescents during COVID-19: a meta-analysis. JAMA  Pediatr . (2021) 175:1142–50.  doi: 10.1001/jamapediatrics.2021.2482

Who are the kids we don’t kn o w y e t?. A person sitting in a classroom Description automatically generated with low confidence. 

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A person sitting in a classroom

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Who   are   the   kids   experiencing   trauma?

Youth   in   foster   care Youth   experiencing   homelessness Children of color ages 12-19 Struggling   with   poverty Disability LGBTQ Victims   of   abuse   and   neglect Experienced   a   life   changing   event Living   in   times   of   COVID-19   ic

Who   are   the   kids   we don’t   kn o w   y e t?

This Photo  by Unknown Author is  icensed  under  CC BY-NC-ND

common. high. Exposure to trauma in childhood is c __________ . Risk for exposure to more than one type is h____ .. 

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Exposure  to trauma in childhood                    is c __________ . Risk  for exposure to  more than one            type is h____ .

Key Take-Aways so far…. Relevance ________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________. 

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Relevance ________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________

Safety is not the absence of threat, it is the presence of connection 1/hÖ. 

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Safety is not the absence of
threat, it is the presence of
connection
1/hÖ

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Part Two: Content. www.susantarasevichlearning.com. 

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What is trauma?. Define trauma and trauma-informed practices; review the causes of trauma. 

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Define trauma and trauma-informed practices; review the causes of trauma

A child sitting at a desk Description automatically generated with low confidence

EVENT. OR series of events or circumstances. EFFECTS. 

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Every person experiences a traumatic event differently. Loss of Control

BRAIN DEVELOPMENT COGNITON PHYSICAL HEALTH MENTAL HEALTH  & EMOTIONS RELATIONSHIPS BEHAVIOR SPIRITUAL MEANING

ACUTE. A one time event – has a beginning and an end. 

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A one time event – has a beginning and an end

Exposure to multiple traumatic events sequentially—often of an invasive, interpersonal nature—often at hands of caregivers

Multiple, recurring exposures to the same trauma and/or over extended periods of time

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A picture containing person, indoor

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A picture containing text, car, outdoor, road

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Historical, Generational, Racial Trauma. Massive traumas like the holocaust, slavery, treatment of Native Americans impact worldview. Massive traumas affect the next generation often through heightened poverty, greater family work burden and more directly through survival messages “Don’t ask for help, its dangerous.”. 

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Massive traumas  like the holocaust, slavery, treatment of Native Americans impact worldview.    Massive traumas affect the next generation often through heightened poverty, greater family work burden and more directly through survival messages “Don’t ask for help, its dangerous.”

Historical, Generational, Racial Trauma. What is racial trauma? The mental and emotional injury caused by encounters with racial bias, ethnic discrimination, microaggressions and hate crimes. Individual racism Systemic racism Who can be affected? Any individual that has experienced an emotionally painful, sudden, and uncontrollable racist encounter is at risk of suffering from a race-based traumatic stress injury [2]. In the U.S., Black, Indigenous People of Color (BIPOC) are most vulnerable due to living under a system of white supremacy.. 

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What is racial trauma?    The mental and emotional injury caused by encounters with racial bias, ethnic discrimination, microaggressions and hate crimes. Individual racism Systemic racism Who can be affected?  Any individual that has experienced an emotionally painful, sudden, and uncontrollable racist encounter is at risk of suffering from a race-based traumatic stress injury [2]. In the U.S.,  Black, Indigenous People of Color (BIPOC)  are most vulnerable due to living under a system of white supremacy.

https://www.mhanational.org/racial-trauma

VICARIOUS TRAUMA. Our view of the world can become distorted based on listening to the stories of another’s traumatic experiences. 

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Our view of the world can become distorted based on listening to  the stories of another’s  traumatic experiences

COLLECTIVE TRAUMA. 29. Collective trauma impacts entire groups of people, communities or society. War in Ukraine COVID-19 Pandemic September 11, 2001, Terrorist Attack. 

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Collective trauma impacts entire groups of people, communities or society. War in Ukraine COVID-19 Pandemic September 11, 2001, Terrorist Attack

One minute exercise: Pinky Thumb. Closeup of a face. 

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A TRAUMA-INFORMED APPROACH. Asks: "What happened to you?" instead of "What's wrong with you?" It is designed to avoid re-traumatizing already traumatized people, with a focus on "safety first" (including emotional safety), and a commitment to do no harm.. 

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Asks:   "What happened to you?"  instead of  "What's wrong with you?"  It is designed to avoid re-traumatizing already traumatized people, with a focus on "safety first" (including emotional safety), and a commitment to do no harm.

MEDICAL. Children experience painful treatments and procedures. Family members physical or mental illness leads to inconsistent food, communication, nurturing resulting in learning barriers. 

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THINK OF A STUDENT WHO STRUGGLES WITH …

Collective persecution or violence directed toward a minority group. Undermines culture and fabric of community values.  Holocaust, slavery. Refugees flee to safety often coming from abusive camps to significant  oppression and fears of deportations

Overt or covert acts of discrimination, violence and cruelty related to race. Creates a loss of culture and beliefs as well as systemic inequities in education, discipline, legal issues, and employment

Children experience painful treatments and procedures.  Family members physical or mental illness leads to inconsistent food, communication, nurturing resulting in learning barriers

Bullying, lack of inclusion for LGBTQ students and shaming, exclusionary  discipline practices, reactive adults  .

Physical, emotional, sexual abuse and neglect alter brain development, attachments to caregivers, and coping skills

Repetitive gun violence, gang warfare, crime can create high levels of vulnerability.  Distrust police, firefighters, medical, human service workers

Food quality & insecurity,  homelessness, poor medical care, and high rates of mobility.    Focus on survival often challenges school & family relationships

Natural disasters are a form of  collective trauma . Collective traumas decrease environmental resources and create unequal damage. For example, families with social and financial resources rebound while others struggle.

Teachable Moment. Ecology Drives Biology & They Drive Health Across the Lifespan The Good News is: Brains Can Change AND We are BRAIN CHANGERS. 

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Ecology Drives Biology & They Drive Health
Across the Lifespan
The Good News is:
Brains Can Change
AND
We are BRAIN
CHANGERS

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Part Three: Take-Away’s. www.susantarasevichlearning.com. 

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Dr Bruce Perry’s Neurosequential Model. Dr Bruce Perry’s Neurosequential Model. 

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Dr Bruce Perry’s  Neurosequential Model

Stand and Stretch: Refresh and reset the brain; include movement and making connections. Use deep belly breathing

https://smho-smso.ca/emhc/stress-management-and-coping/deep-breathing/deep-belly-breathing/

Things I Can Do Tomorrow:. 1. BUILD AWARENESS. COVID-19 has changed our collective culture. Students do well if they can Students need greater emphasis on teaching appropriate and positive behavior Shaming discipline practices only reinforce the trauma response. 

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COVID-19 has changed our collective culture.   Students do well if they can Students need greater emphasis on  teaching  appropriate and positive  behavior Shaming  discipline practices only  reinforce the trauma  response

Things I Can Do Tomorrow:. List some ways that you can help all students in your class REGULATE when they arrive in your classroom: 1. 2. 3.. 

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List some ways that you can help  all students  in your class  REGULATE  when they arrive in your classroom: 1.   2.    3.

ADD UNIVERSAL PRACTICES to           HELP REGULATE

Stress  Managment  and Breathing Exercises

Responsive Handbook. Responsive Activity. 39. Do I believe students are doing the best they can? Where do students’ negative behaviors come from? How does this knowledge shape the ways I communicate and relate with students?. 

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Do I believe students are doing the best they can? Where do students’ negative behaviors come from? How does this knowledge shape the ways I communicate and relate with students?

Test - H eres the link:. www.susantarasevichlearning.com. 

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Welcome to
Pop-Up
 PD

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 https://www.cdc.gov/mmwr/volumes/71/su/pdfs/su7103a1-a5-H.pdf

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 https://www.cdc.gov/healthyyouth/data/abes.htm

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 Racine N, McArthur BA, Cooke JE,  Eirich  R, Zhu J, Madigan S. Global prevalence of depressive and anxiety symptoms in children and adolescents during COVID-19: a meta-analysis. JAMA  Pediatr . (2021) 175:1142–50.  doi: 10.1001/jamapediatrics.2021.2482

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 This Photo  by Unknown Author is  icensed  under  CC BY-NC-ND

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 Massive traumas  like the holocaust, slavery, treatment of Native Americans impact worldview.    Massive traumas affect the next generation often through heightened poverty, greater family work burden and more directly through survival messages “Don’t ask for help, its dangerous.”

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 https://www.mhanational.org/racial-trauma

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 Dr Bruce Perry’s  Neurosequential Model 

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 https://smho-smso.ca/emhc/stress-management-and-coping/deep-breathing/deep-belly-breathing/

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 Stress  Managment  and Breathing Exercises