The world is a challenging place for children. They come to school with worries, fears, and experiences that can seem overwhelming to classroom teachers tasked with academic concerns. What can we do when we want to support the whole child but don’t know how? What do our students with trauma backgrounds need from us? From our schools? From the educational system? There is a need for greater understanding of the neuroscience behind childhood trauma if we are going to serve children effectively in our schools and classrooms. Antioch University New England is eased to announce a new learning experience custom-designed to focus both on internal mindset shifts for the teacher as well as concrete strategies to create a more inclusive classroom (proactive)and respond to student behaviors connected to trauma (responsive).
This six session, non-credit bearing series will focus on these questions with a specific eye towards building a supportive network of educators who engage together in a reflective process. The work itself will provide a new lens on student behaviors and identify existing instructional and programmatic strategies such as PBL and restorative practices as vehicles for supporting a trauma-informed approach.
- Classroom teachers
- Special educators
- School leaders
- School Counselors
- Camp Directors
- Curriculum Coordinators
- After School Program Coordinators
- Youth Organization Staff
- Religious Education Leaders
Required: Five of the following plus a capstone project
- Trauma toolbox (required for all)
- Preventing and addressing vicarious trauma
- Trauma-informed pedagogy & reflective practice
- Trauma-informed classroom management
- CHOOSE: 1 book study (out of the 2 books)
- Mindfulness Course
Please click on the title to register
Webinar – Preventing and addressing vicarious trauma
October 16th, 7pm EST (90 min), $50 per person
Trauma-conscious pedagogy and classroom practice (4-week online experience)
Online November 26th-December 21st, $175 per person
Trauma toolbox (F2F)
September 29th, 9:00am-3:00pm, $100 per person
Trauma-conscious classroom management F2F
Date TBA- spring 2019, $75 per person
Book study – Fostering Resilient Learners (3 weeks)
October 9th-30th , webinar at 7pm EST on October 30th, $100 per person
Book study – The Boy Who was Raised as a Dog (5 weeks)
Date TBA- spring 2019, $100 per person
Introduction to Mindfulness & Heart Practices
September 25th, October 16th, November 6th, November 27th, $175 per person
Mindfulness I Webinar
Tuesday, April 10, 6:30 – 8:00 pm (EST)
- Mindfulness II Webinar:
Tuesday, May 1, 6:30 – 8:00 pm (EST)
- Heart Practices: Kindness & Compassion Webinar
Tuesday, May 22, 6:30 – 8:00 pm (EST)
- Mindfulness and Heart Practices
Q & A and Classroom Applications Webinar: Tuesday, June 12, 6:30 – 8:00 pm (EST)
Teacher’s Trauma Toolbox intro workshop
(Face to Face – and possibly offered at specific schools/districts outside of recurring offering @ AUNE) This event fulfills competencies 1, 2, 4, 5 of the Trauma-Conscious Teaching Microcredential
An overview of child trauma, its impacts on students and schools, and a high-level exploration of how we can address it as teachers. A “101” experience that sets the stage for one’s further work with trauma-affected students. Format: Face-to-face workshop, 6 hours
Book study – Fostering Resilient Learners (COMPETENCY 1, 2, 4)
This book study is ideal as a next step after the Trauma Toolbox workshop to dig deeper into how to address trauma in schools. This book is action-focused, covers major concepts in clear ways, and offers opportunities for reflection and connection. Book study format: 3 weeks, approx 50-70 pages of reading per week. Asynchronous discussion online with 1 “live” Q&A at the end of the final week.
Book study – The Boy Who Was Raised As a Dog (COMPETENCY 1, 2, 4)
This book study is ideal for those who would like to develop a much deeper understanding of child trauma through a clinical lens. The Boy Who Was Raised As a Dog is a book written by Bruce Perry, a leading clinical researcher into the impacts of trauma on children. Book study format: 5 weeks, approx 50-60 pages per week. Asynchronous discussion online with 1 “live” Q&A at the end of the final week
*Please note* – this book contains many graphic and disturbing descriptions of child abuse – part of our discussion format will include paying attention to the feelings and emotions this reading elicits.
F2F workshop – trauma-informed classroom management (COMPETENCY 2, 3, 4)
In this workshop, participants will take their developing knowledge of trauma’s impacts and apply it to their classroom management approaches. The workshop will include looking at our own assumptions and underlying philosophies about behavior and motivation, and layering on our knowledge of the trauma-affected brain. Workshop will be very hands-on and involve case studies, role-plays and Q&A. Format: Face-to-face, 4 hours.
Webinar – Preventing and addressing vicarious trauma (COMPETENCY 4, 5)
This webinar will focus on understanding the concept of vicarious trauma–or secondary traumatic stress– the impact on helpers who are supporting those impacted by trauma. We’ll review definitions, discuss prevention, and talk about what to do when we get overwhelmed. Format: Webinar, 1.5 hours
Trauma-informed pedagogy and reflective practice (COMPETENCY 3, 4)
In this experience, teachers will incorporate their growing knowledge of trauma into their pedagogical design. Each week, the instructor will offer readings and discussion prompts, and participants will reflect on their current classroom practice. Participants will be encouraged to do an action-research cycle, incorporating a key component of trauma-informed classroom practice. Format: 4 weeks online, asynchronous readings and discussion.
Introduction to Mindfulness (COMPETENCY 4)
In these two sessions, students are introduced to core mindfulness principles and practices. They are guided into and through mindfulness of body and breath, feeling tone, emotion and thought, and the changing nature of phenomena. They are further instructed in viewing experience along the continuum, or through the lens of, a narrow, more focused awareness to a wider, more open awareness. Mindful communication—mindful speaking and listening—will also be addressed in these sessions.
Heart Practices: Kindness and Compassion
In this session, the heart practices of kindness and compassion—for self and for others—are introduced, experienced, and reflected on. Obstacles to opening the heart are identified and considered, the role and influence of the “inner critic” is acknowledged, and how to embody kindness and compassion in the classroom and nurture these qualities in one’s students is explored. The perspective that these are skills to be cultivated and deepened over time is embraced and encouraged.
Mindfulness and Heart Practices: Q & A and Classroom Applications
Having explored practice over a period of time, students will have the opportunity in this session to pose questions, articulate concerns, and receive feedback and guidance on their practice experience. Equal emphasis will be given to translating these practices into the classroom and ways to maintain and deepen them moving forward.
For their capstone demonstration of learning, participants will create a product demonstrating their reflective responses to these questions (based on the five core competencies). The product can be in any format, but must have an intended audience beyond the instructor. Some possibilities: a talk given to a faculty meeting, a series of five blog posts, a video narrating a sketchnote, a lesson plan for teacher education students. Choose a product relevant to your setting.
- How does trauma impact children, and what does that impact look like in a school setting?
- What is the role of the teacher in supporting trauma-affected students?
- How can pedagogy and policy at the classroom and school level best support trauma-affected students?
- How does a teacher’s own emotional experience affect her support of trauma-impacted students, and how can she support herself?
- What resources, connections and services can teachers support trauma-affected students in utilizing?