Jen Alexander - Building Trauma-Sensitive Schools: Your Guide to Creating Safe, Supportive Learning Environments for All Students

Paul H. Brookes Publishing Co.

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Baltimore, Maryland 21285-0624

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Copyright 2019 by Paul H. Brookes Publishing Co., Inc.

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Importantly, everything written in this book respects the confidentiality of past as well as current students and families. All examples and vignettes in this book, with the exception of those about the authors daughter, are composites. Any similarity to actual individuals or circumstances is coincidental, and no implications should be inferred.

The information provided in this book is in no way meant to substitute for a medical or mental health practitioners advice or expert opinion. Readers should consult a health or mental health professional if they are interested in more information. This book is sold without warranties of any kind, express or implied, and the publisher and authors disclaim any liability, loss, or damage caused by the contents of this book.

Purchasers of Building Trauma-Sensitive Schools are granted permission to download, print, and photocopy the forms and worksheets in the text for educational purposes. The forms and worksheets may not be reproduced to generate revenue for any program or individual. Photocopies may only be made from an original book. Unauthorized use beyond this privilege may be prosecutable under federal law. You will see the copyright protection notice at the bottom of each photocopiable page.

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Library of Congress Cataloging-in-Publication Data

Names: Alexander, Jen, 1976- author. | Hinrichs, Carol, illustrator.

Title: Building trauma-sensitive schools: Your guide to creating safe, supportive learning environments for all students / by Jen Alexander, MA, NCC, SB-RPT, School Counselor; Speaker and consultant for Attachment and Trauma Network (ATN) and co-leader of the ATN Trauma-Sensitive Task Force, Cedar Falls, Iowa, ; Illustrations by Carol Hinrichs.

Description: Baltimore, Maryland : Paul H. Brookes Publishing, Co., [2019] | Includes bibliographical references and index.

Identifiers: LCCN 2018035020 (print) | LCCN 2018048407 (ebook) | ISBN 9781681253275 (epub) | ISBN 9781681253299 (pdf) | ISBN 9781681252452 (pbk.)

Subjects: LCSH: Children with mental disabilities--Education. | Psychic trauma in children. | School environment.

Classification: LCC LC4601 (ebook) | LCC LC4601 .A6255 2019 (print) | DDC 371.92--dc23

LC record available at https://lccn.loc.gov/2018035020

British Library Cataloguing in Publication data are available from the British Library.

Version 1.0

Contents

About the Online Materials

Building Trauma-Sensitive Schools features worksheets, handouts, and other forms, some to be used by educators themselves and others to be used in their work with students. These resources, which include activities, reflection worksheets, templates, and more, appear throughout the chapters and in the books appendices.

Purchasers of this book may download, print, and/or photocopy these forms, worksheets, and handouts for professional and educational use. These materials are included with the print book and are also available at www.brookespublishing.com/alexander/materials for both print and e-book buyers.

About the Author

Jen Alexander believes that we can make a positive difference with kids, one relationship at a time, which is why she is a passionate leader in the movement to build trauma-sensitive schools. Jen loves helping others help kids and has done so in schools, as a volunteer for the Attachment & Trauma Network (ATN), and when facilitating her own trainings for educators. Most know Jen as Ms. Jen (grown-ups included). Lets give a collective thanks to the 1970s most popular female name for several years running for that. When there are many Jennifers and Jens in every circle of your life, one figures out a way to be specific. Ms. Jen is an educator with more than 15 years of experience helping youth (some traumatized, some not) as a former special education teacher and current school counselor in Iowa. She holds degrees in psychology and special education teaching as well as a masters degree in professional school counseling from the University of Northern Iowa. She is a nationally certified counselor and registered school-based play therapist. Jen is also a mom, presenter, and someone who appreciates all things creative. She enjoys writing, reading, flower gardening, and swimming as well as spending time with loved ones, friends, and her cocker spaniel Macy.

Foreword

August 2006. Mrs. Beem. The assistant principal bowed his head as tears filled his eyes. We dont know what else to do. Weve tried everything. It was a fateful individualized education program (IEP) meeting for my daughter and our whole family, one that would shift our lives forever. But just like her principal, I didnt know what to do or what the school could do to help my severely traumatized daughter. I knew what wasnt working and knew that much had been tried, but what could or should happen next wasnt clear.

Although I knew well her traumatic beginnings and her extreme behaviors, along with the shame and fear that permeated her entire being, I was at a total loss as to how to advise the school or what to insist they do to help her. Despite being on the opposite side of what ended up being a lawsuit, I shared the same feelings as her teachersfeelings of shame, frustration, and desperation. After all, we were failing this child! (And I have since learned that we fail so many others.)

I understood clearly that my daughters behaviors were communicating her inner turmoil and the dysregulation and terror she often felt. Her teachers were loving, caring, and well-trained to differentiate her academics, but they were stumped by what to do with her behaviors. Any simple or complex reward system or external consequence, applied when she was dysregulated, was meaningless at best and usually resulted in an escalation of the behaviors. However, I had no advice on what the school should do instead of their well-researched behavior modification plans. Nor did I understand how not alone my daughter was as a child who didnt respond to these systems. Nor did I realize how helpless so many teachers feel when they encounter students like my daughter.