Category: Trauma-informed
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Back to School for Educators: Setting Intentions
As educators and students return to classrooms across the country, it is prudent for all stakeholders in school communities to set intentions around the type of learning environments we want to cultivate together. We cannot leave seclusion and restraint out of these discussions. The language we use about these practices matters as we strive toward…
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Singing with Stingrays: Reflecting on Disability Pride Month
As July draws to a close, I am reflecting on Disability Pride Month. Yesterday, I was drawn into a discussion about trauma-informed practices in education at a social gathering. As usual, I found myself passionately defending the rights of disabled students in the United States and despaired over the lack of resources to support them…
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My Journey from a Parent to a Family and Child Advocate
I am honored that Guy has asked me to share my story; his work is an inspiration. I am not a therapist or clinical worker, but I am a parent who shares the experience of raising kids with challenges who are misunderstood and struggle in our current systems. I am passionate about making my community…
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Reframing Behavior: A New Neuroscience Aligned Program for Educators
Today, I am thrilled to share what I believe to be one of the most significant accomplishments of the Alliance Against Seclusion and Restraint in achieving our mission. I am excited to introduce you to Reframing Behavior, a groundbreaking neuroscience-based educator training program developed by the Crisis Prevention Institute (CPI) in partnership with the Alliance…
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A Literature Review Examining the Ineffectiveness of Punitive Discipline and Corporal Punishment
Punitive discipline and corporal punishment have long been widespread practices in schools to address stress behavior of students. Over the last two decades, a growing body of evidence has shown that such approaches are not effective in correcting stress behavior and are detrimental to students’ well-being. In fact, evidence-based data suggests that punitive discipline and corporal punishment have a…
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It’s About Helping Children and Youth, Not Controlling Them
I have this thought floating in, what I lovingly refer to as the abyss of my mind, that I cannot seem to escape. Jobs like social work, teaching, nursing, and other jobs that carry the label of a helping profession attract different kinds of people. On one side of the helping profession are those who…
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A Time for Understanding and Support: Emotional Regulation and the Holidays
I don’t remember when it began to annoy me. Perhaps it was seeing one too many videos of a child opening a present only to be disappointed by its contents while the adults in the room laughed. Or maybe it was going to the comment section of those videos and seeing a slew of comments…
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A Trauma-informed Lens on Behavior
Students who have experienced trauma may not always display behaviors that immediately evoke empathy. Managing and expressing emotions can be challenging for these children due to the impact of trauma on their brains. The trauma alters their brain’s instinctual response to “fight, flight, or freeze,” making emotional regulation difficult.
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The Six C’s Approach to See Children Differently
Individuals with neurodivergent brains have different experiences. Neurodivergent brains learn differently, think differently, and exist in the world differently. These differences can challenge the neurodivergent individual when trying to learn, thrive, and live in an environment not designed for them and their unique needs. This different way of being in the world can create experiences…
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Supporting Youth in Residential Care: Healing Through Relational Safety
Residential care for youth in the child welfare system is one of the longest-existing systems of care in the United States. Residential programs in the US offer systems of caring professionals that support youth that have been removed from their homes for a variety of reasons, most through no fault of their own. Youth in…