Creating Safe Learning Spaces for Students in Response to Trauma
Location
Preston 2
Session Format
Presentation
Abstract
Nearly two-thirds of children in the US have experienced at least one type of serious trauma, such as abuse, neglect, or experiencing or witnessing violence, (CDC, 2019). Traumatized children typically demonstrate their distress through aggression, avoidance, or emotional detachment; all of which make them more vulnerable to re-victimization. The goal of this presentation is to expand knowledge about ACEs, generational trauma and the impact on children, while examining best practices and mindfulness strategies through a trauma-informed lens. Participants will actively engage in hands-on activities and glean ready to use take-aways from this session.
Participants will
- build knowledge about ACEs, generational trauma, and impact on children & learning
- discern trauma-informed best practices to support students through mindfulness strategies, supportive services, as well as sharing applicable workshops and classes designed to strengthen families
- understand the effects of trauma on the brain while discovering its ability to heal, build resiliency and more importantly, offer HOPE, so students can thrive
Keywords
trauma, mindfulness, resilience
Professional Bio
Dr. Karen DiBella is the Program Director for the Transitional Housing Program, Children’s Department, and the Emergency Shelter at the Cherokee Family Violence Center. She holds several degrees including a Doctor of Education with a concentration in Curriculum and Instruction, an Educational Specialist Degree and Master’s Degree with a concentration in Reading from Florida Gulf Coast University. Prior to coming to the CFVC in 2019, Dr. DiBella spent 15 years in education as a grade-level teacher in P-12 classrooms and an Associate Professor in an educator preparation program. Her research has been published in several national and international journals and she has presented at numerous international, national, and state conferences.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
DiBella, Karen S., "Creating Safe Learning Spaces for Students in Response to Trauma" (2024). Georgia Educational Research Association Conference. 24.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/24
Creating Safe Learning Spaces for Students in Response to Trauma
Preston 2
Nearly two-thirds of children in the US have experienced at least one type of serious trauma, such as abuse, neglect, or experiencing or witnessing violence, (CDC, 2019). Traumatized children typically demonstrate their distress through aggression, avoidance, or emotional detachment; all of which make them more vulnerable to re-victimization. The goal of this presentation is to expand knowledge about ACEs, generational trauma and the impact on children, while examining best practices and mindfulness strategies through a trauma-informed lens. Participants will actively engage in hands-on activities and glean ready to use take-aways from this session.
Participants will
- build knowledge about ACEs, generational trauma, and impact on children & learning
- discern trauma-informed best practices to support students through mindfulness strategies, supportive services, as well as sharing applicable workshops and classes designed to strengthen families
- understand the effects of trauma on the brain while discovering its ability to heal, build resiliency and more importantly, offer HOPE, so students can thrive
