Format

Individual Presentation

First Presenter's Institution

Broward County Public Schools

Second Presenter's Institution

Broward County Public Schools

Third Presenter's Institution

NA

Fourth Presenter's Institution

NA

Fifth Presenter's Institution

NA

Strand #1

Heart: Social & Emotional Skills

Strand #2

Health: Mental & Physical Health

Relevance

This presentation is related to two strands, heart and health. According to Zins, Bloodworth, Weissberg and Walberg (2007), “Schools can give students ample opportunities to develop and practice appropriate social-emotional skills and serve as bases from which to promote and reinforce SEL. Ultimately, these efforts can enable students to become knowledgeable, responsible, caring, productive, nonviolent, ethical, and contributing members of society.” Incorporating social and emotional learning (SEL) into everyday instruction has been proven to increase student achievement and reduce disciplinary incidences in the academic setting. In this session, participants will be exposed to researched-based strategies, methods, and common-sense ideas to implement SEL to better meet the needs of the 21st Century learner. Participants will learn ways to scale up, make positive shifts, and build their SEL program or initiative. This session will also provide participants with strategies to incorporate trauma-informed practices into their school culture and classroom routines.

Brief Program Description

This presentation will provide participants with strategies to energize, recharge, and upgrade their Social Emotional Learning (SEL) and trauma-informed practices to better meet the needs of the 21st Century learner. Participants will be exposed to researched-based strategies, methods, and techniques to scale up their SEL initiatives. They will also learn ways to incorporate trauma-informed practices into their school culture and classroom routines.

Summary

The culture of a school has far-reaching impacts over every aspect of the organization’s ability to reach its mission objectives. According to Zins, Bloodworth, Weissberg, and Walberg (2007), “Schools can give students ample opportunities to develop and practice appropriate social-emotional skills and serve as bases from which to promote and reinforce SEL. Ultimately, these efforts can enable students to become knowledgeable, responsible, caring, productive, nonviolent, ethical, and contributing members of society.” Incorporating social and emotional learning (SEL) into everyday instruction has been proven to increase student achievement and reduce disciplinary incidences in the academic setting. Furthermore, the research has shown that schools or organizations that effectively embed SEL and trauma-informed practices foster greater trust, positive relationship, and increased productivity.

This presentation will provide an overview of the Collaborative for Academic, Social, and Emotional Learning (CASEL) model. The CASEL model is widely-recognized domains of social and emotional learning: self-awareness, self-management, social awareness, relationship management, and responsible decision-making. School districts across the United States and Europe utilize this model as a framework for SEL.

This session will provide participants with strategies to energize, recharge, and upgrade their SEL and trauma-informed practices to better meet the needs of the 21st Century learner. Participants will be exposed to researched-based strategies, methods, and techniques to scale up their SEL initiatives. They will also learn ways to incorporate trauma-informed practices into their school culture and classroom routines.

Evidence

Soma and Allen (2019, p C) reports the following:

  • 1 out of every 4 children attending school has been exposed to traumatic stress.
  • 14% of children have experienced abuse by a caregiver.
  • Over 1/3 of students have been bullied in school.
  • 70% of children living in inner city neighborhoods are exposed to chronic toxic stress.

Furthermore, The Florida Youth Survey (2019) reveals the following:

  • 15.6% of high school student has seriously considered suicide; 11.8% made a plan to attempt to suicide and 7.9% attempted suicide.
  • 15.8% of teens engage in self-harming behaviors (cutting etc.).
  • 33.7% of high school students report feeling sad or hopeless for two weeks or more in a row (criteria for clinical depression).
  • 58.5% of students are engaging in unprotected sexual behaviors.
  • 26.1% actively use alcohol; 19.6% use Marijuana; 13.9% used prescription drugs not prescribed to them.

In a 2011 meta-analysis of 213 school-based SEL programs (K-12), it found that SEL participants demonstrated improved academic performance in an 11-percentile-point gain. Additionally, several studies found that participants in SEL programs greatly benefited compared to their counterparts. SEL participants demonstrated a 6% increase in high school graduation rates and an 11% increase in college graduation rates. In other studies, SEL participants were less likely to have a clinical mental health disorder, ever be arrested or become involved with the juvenile justice system, and had lower rates of sexually transmitted infections, and pregnancies. SAMHSA (2014) has recommended that schools become trauma-informed providing trauma specific interventions and SEL within the organization structure of the school. Locally, SEL and trauma-informed practices have reduced behavior infractions by 30% and foster an environment leading to increased graduation rate.

Soma, C. & Allen, D. (2019). 10 steps to create a trauma-informed school. Retrieved https://starr.org/wp-content/uploads/10-Steps-to-Create-a-Trauma-Informed-School-Whitepaper.pdf

SAMHSA's Trauma and Justice Strategic Initiative (2014). SAMHSA's concept of trauma and guidance for a trauma-informed approach. Retrieved https://ncsacw.samhsa.gov/userfiles/files/SAMHSA_Trauma.pdf

Learning Objectives

As a result of this session, participants will be able to:

1- share researched-based strategies, methods, and common-sense ideas to implement Social Emotional Learning to better meet the needs of the 21st Century learner.

2- scale up, make positive shifts, and build their SEL program or initiative.

3- use strategies to incorporate trauma-informed practices into their school culture and classroom routines.

Biographical Sketch

Dr. Gastrid Harrigan is a Principal at Broward County Public Schools, and Adjunct Professor at Broward College and Colorado State University–Global Campus. Labeled an at-risk student and retained for 2yrs, he overcame personal struggles and setbacks to graduating in the top 5-percent and pursued an engineering degree with full academic scholarship. He holds a BS in Electrical Engineering and MS in Educational Leadership from Florida Atlantic University, and an Ed.D. in Educational Leadership from Walden University.

Dr. Fanya Jabouin-Monnay, is a Licensed Marriage & Family Therapist and Team leader at an alternative education center in the Broward County Public School system. As a Family Counselor for Broward County Public Schools, she provides counseling and crisis services to Middle and High Schools Students and their families. Collaboratively working school administration, she provides guidance and consultation to support the Social Emotional Learning (SEL) as well as, implements professional development for instructional staff to reinforce classroom instructions and support a trauma inform school setting. She is a nationally certified Youth Mental Health First Aid (YMHFA) Instructor, teaching adults throughout the school district who work with youths to learn strategies for how to help someone in both crisis and non-crisis situations. As a Haitian descant mental health professional, Dr. Jabouin-Monnay works extensively with community groups, organizations and churches to support efforts to meet the mental health needs of Haitian individuals and the professionals who service the community.

Keyword Descriptors

Social Emotional Learning, Social skill, SEL, mental health, trauma-informed practices, culture, climate, youth

Presentation Year

2021

Start Date

3-10-2021 10:05 AM

End Date

3-10-2021 11:05 AM

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Mar 10th, 10:05 AM Mar 10th, 11:05 AM

Schoolwide Strategies to Scale Up SEL and Trauma Informed Practices

This presentation will provide participants with strategies to energize, recharge, and upgrade their Social Emotional Learning (SEL) and trauma-informed practices to better meet the needs of the 21st Century learner. Participants will be exposed to researched-based strategies, methods, and techniques to scale up their SEL initiatives. They will also learn ways to incorporate trauma-informed practices into their school culture and classroom routines.