Presentation Abstract
Coercive interactions contribute to social, emotional, and health challenges across the lifespan; whereas sustained positive interactions contribute to the building of youth and adult social and emotional learning (SEL) competence. The purpose of this presentation is to build your capacity to integrate and infuse trauma-sensitive social and emotional learning strategies into your classroom. You will come away with doable and simple strategies to establish the positive classroom culture you envision and to keep it going all year. Strategies for building youth social and emotional learning competencies while maintaining an engaging classroom learning environment will be demonstrated. Techniques for ending power struggles and responding effectively to disruptive behavior will be modeled.
Is disruptive, disrespectful, or off-task behavior detracting from engagement in your classroom? You are not alone. Teachers cite this as their greatest challenge and are often shocked by the variety and intensity of behavioral issues they face. Sustaining social and emotional learning strategies in your classroom will lead to a healthier, safer, and more positive classroom environment. In addition, students with behavioral difficulties will experience improved self-regulation, less depressive symptoms, less externalizing problems, and greater engagement. Moreover, youth voice, leadership, and mindfulness will grow. Teachers implementing trauma-sensitive SEL practices report less stress, better health, and significantly more time to teach each day, not to mention much fewer power struggles. In this session, you will get an engaging, user-friendly approach for implementing and sustaining classroom SEL.
In this context, the two primary goals of this presentation are: 1) To learn how to build youth SEL competencies through sustained positive interactions; and 2) to enhance your own SEL competencies and end the use of power struggles.
Recommended Citation
Benner, Gregory J., "Trauma-Sensitive Social and Emotional Learning Strategies for the Classroom" (2021). Georgia Association for Positive Behavior Support Conference. 103.
https://digitalcommons.georgiasouthern.edu/gapbs/2018/2018/103
Trauma-Sensitive Social and Emotional Learning Strategies for the Classroom
Coercive interactions contribute to social, emotional, and health challenges across the lifespan; whereas sustained positive interactions contribute to the building of youth and adult social and emotional learning (SEL) competence. The purpose of this presentation is to build your capacity to integrate and infuse trauma-sensitive social and emotional learning strategies into your classroom. You will come away with doable and simple strategies to establish the positive classroom culture you envision and to keep it going all year. Strategies for building youth social and emotional learning competencies while maintaining an engaging classroom learning environment will be demonstrated. Techniques for ending power struggles and responding effectively to disruptive behavior will be modeled.
Is disruptive, disrespectful, or off-task behavior detracting from engagement in your classroom? You are not alone. Teachers cite this as their greatest challenge and are often shocked by the variety and intensity of behavioral issues they face. Sustaining social and emotional learning strategies in your classroom will lead to a healthier, safer, and more positive classroom environment. In addition, students with behavioral difficulties will experience improved self-regulation, less depressive symptoms, less externalizing problems, and greater engagement. Moreover, youth voice, leadership, and mindfulness will grow. Teachers implementing trauma-sensitive SEL practices report less stress, better health, and significantly more time to teach each day, not to mention much fewer power struggles. In this session, you will get an engaging, user-friendly approach for implementing and sustaining classroom SEL.
In this context, the two primary goals of this presentation are: 1) To learn how to build youth SEL competencies through sustained positive interactions; and 2) to enhance your own SEL competencies and end the use of power struggles.
