TRAUMA-INFORMED Strategies to Support Student Success in the Classroom
Presented by Connie Hebert
Specifically Designed for Educators Serving Grades PK-12: General Education Teachers, Special Education Staff, Counselors, Instructional Assistants, Program Specialists, Title I Staff, School Psychologists, and Administrators
- Highly effective, classroom-tested Trauma-Informed strategies to help you make a real difference with students affected by trauma
- Practical strategies for creating supportive Trauma-Sensitive instruction for classrooms where students can thrive and learn at their best
- How to strengthen attention, self-regulation, working memory, and other executive function deficits commonly associated with childhood and adolescent trauma
- Ways to optimize Trauma-Sensitive strategies and tailor Trauma-Informed interventions to students’ specific needs for improved instructional, behavioral and academic outcomes
Practical Ideas and Strategies
More than ever we see students greatly impacted by trauma in our schools, and especially given the COVID-19 pandemic. What should we do differently for such students? How can we even know which students may have trauma in their life now or in the past? How can we best help? We will explore the answers to these and many more important questions. In this one-day seminar, trauma expert, CONNIE L. HÉBERT will focus on effective Trauma-Informed tools, strategies, interventions and supports specifically designed for educators who work with students affected by trauma.
Discover the preconditions for trauma as well as some common types of trauma that occur in children and adolescents, and learn to recognize the symptoms and behaviors associated with children or adolescents who have experienced trauma. The focus of this seminar will be on practical and proven Trauma-Informed approaches, strategies, and interventions educators can powerfully use in their work with students to address specific executive function and learning deficits created as a result of trauma.
All the approaches Connie shares are geared toward improving instructional, academic and behavioral outcomes of PreK-12 students impacted by trauma. We will also explore key cautions for staff in avoiding the creation of secondary traumatic stress for students, as well as how to engage in self-care to avoid secondary traumatic stress in staff. You will leave this seminar with a renewed commitment and an expanded toolkit of valuable Trauma-Informed strategies designed to make a difference with students impacted by trauma.
Ten Key Benefits of Attending
- Explore Highly Effective, Classroom-Proven Trauma-Informed Strategies
More than ever we see students greatly impacted by trauma, especially with the COVID-19 pandemic … Gain the essential tips, tools and strategies you need in order to make a marked difference in the lives of grades PreK-12 students affected by trauma
- Learn to Identify the Signs, Symptoms and Behaviors Associated with Trauma
Examine trauma symptoms and associated behaviors in order to recognize when and how best to provide appropriate interventions … Decrease stress and increase student belonging, engagement, and learning
- Build Your Toolkit of Trauma-Sensitive Interventions and Approaches
Gain a plethora of Trauma-Informed tools, approaches and interventions to improve instructional, behavioral and academic outcomes of the students affected by trauma with whom you work … Learn how to optimize strategies and tailor interventions to students’ specific needs
- Recognize and Address the “Preconditions” for Trauma
Identify specific preconditions that may exist for students and families that create an increased likelihood for trauma … Learn practical ways to support students and families who experience one or more of these preconditions
- Help Students Affected by Trauma Move from Learning-Blocked to Learning-Ready
Acquire the key and necessary components students affected by trauma need in order to jump the hurdles that trauma presents … Learn practical ways to strengthen students’ attention, self-regulation skills and more!
- Gain Valuable Tools to Use with Your Most Challenging Students Affected by Trauma
Develop a plan that includes Trauma-Responsive supports for students who act out because of their trauma background … Learn Trauma-Responsive classroom strategies and ways to keep students engaged and focused to maintain their learning momentum
- Essential Self-Care Practices for Staff Working with Students Affected by Trauma
Gain a variety of important self-care practices to help staff avoid developing secondary traumatic stress symptoms … Ways we can remain at our best and avoid burnout, so we can continue to help students affected by trauma
- Establish Consistent Structures and Responses to Support Student Success
Design your own response continuum to ensure the consistency that students from trauma need … Receive valuable tools for helping teams respond with greater consistency for successful implementation of these effective, evidence-based practices
- Learn What Effective Trauma-Informed Classrooms Do Differently
Examine proven tools, interventions and responses commonly used in classrooms that are most effective in supporting and responding to students with a trauma background … Here’s how!
- Receive a Valuable and Extensive Trauma-Informed Strategies Resource Handbook
You will receive a detailed resource handbook and special access to downloadable materials specifically designed for this seminar, filled with practical, classroom-proven Trauma-Informed strategies, ideas and approaches for helping students from grades PreK-12 who have experienced trauma
Outstanding Strategies You Can Use Immediately
- Highly effective, classroom-proven Trauma-Informed strategies to help you make a difference in the lives of your students who have experienced trauma
- Recognize the ‘preconditions’ for trauma that may be present and ways to build healthy practices for student resilience, helping them respond rather than react when adversities arise
- Help students move beyond learning-blocked to learning-ready through key and necessary components for jumping the hurdles that trauma presents
- Ways to avoid creating secondary traumatic stress symptoms in grades PreK-12 students
- Trauma-Responsive interventions for small group, whole group, and classroom settings
- How staff can engage in vital self-care practices to avoid developing secondary traumatic stress symptoms
- How to address student needs and manage behaviors often associated with trauma
- Ways to equip students affected by trauma with important self-regulation strategies … Develop effective self-talk, self-monitoring, goal setting, and self-evaluation
- Ways to enhance working memory, attention and other executive function deficits common in grades PreK-12 students with a trauma background
- How to strengthen and build resilience needed for students from trauma to sustain their success in the future
A Message From Your Seminar Leader
Too many students today come to school learning-blocked when we need them learning-ready. Often this block can occur as a result of trauma, and the COVID-19 pandemic has only served to complicate matters further. As educators, we often struggle trying to identify the best ways to address behaviors and symptoms that occur in the classroom as a result of trauma. The good news is that I can help!
We all know adversity is inevitable, but which of these adversities may create a traumatic experience? By recognizing the preconditions of trauma we can better equip students with resiliency skills, so they respond rather than react to these experiences. Similarly, by equipping educators with appropriate knowledge, skills and strategies, we can help eliminate some causes of burnout and compassion fatigue, supporting more favorable outcomes for staff that will translate into more favorable outcomes for students, too.
In my extensive work as both a teacher and classroom-based consultant, I have learned firsthand the benefits of using evidence-based, effective strategies and approaches for supporting students who are Trauma-Affected. It is my goal to share with you the best of what I have found to be effective.
I want to add doable, research-based Trauma-Informed strategies to your existing repertoire of effective approaches and resources. I also want to equip you with ways to tweak and adjust the approaches, interventions and strategies you already use to strategically address the unique needs of students from trauma backgrounds.
We will explore a framework for matching strategies to student needs. We will look at Trauma-Informed methods of strengthening the impact of our instruction and feedback, and for strengthening students’ working memory, attention and executive functioning skills. In my experience each of these elements are critical for our students with a history of trauma.
Please join me for a learning-rich day on this incredibly important topic! I cannot wait to share my resources and knowledge with you!
Connie L. Hébert
P.S. Students who have experienced trauma need YOU, and they need you to respond with a variety of effective Trauma-Informed approaches. I hope you will take this opportunity to gain these essential tools.
Who Should Attend
Educators Serving Grades PK-12: General Education Teachers, Special Education Staff, Counselors, Instructional Assistants, Program Specialists, Title I Staff, School Psychologists, and Administrators
Special Benefits of Attending
Extensive Resource Handbook
You will receive an extensive digital resource handbook giving you access to countless strategies. The handbook includes:
- An effective framework for matching student needs to interventions, strategies and supports
- Easy-to-implement, research-based and classroom-proven strategies and interventions to help students move from learning-blocked to learning-ready
- Preconditions for trauma and resiliency skills to develop in all students for optimal success now and in their future
- Samples, templates and materials to use with students and for team planning, collaboration and documentation
- Fact sheets, reference guides and strategy protocols for trauma and resilience—all ready to copy and share, as well as a link to more downloadable resources
Connie Hébert will be available to answer your specific questions and the unique needs of your own program.
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