Format
Individual Presentation
First Presenter's Institution
Lakeside - NeuroLogic
First Presenter’s Email Address
N/A
First Presenter's Brief Biography
N/A
Second Presenter's Institution
Lakeside
Third Presenter's Institution
n/a
Fourth Presenter's Institution
n/a
Fifth Presenter's Institution
n/a
Location
Session Nine Breakouts (Scarbrough 2)
Strand #1
Academic Achievement & School Leadership
Strand #2
Social & Emotional Skills
Strand #1
Head: Academic Achievement & Leadership
Strand #2
Head: Academic Achievement & Leadership
Relevance
Teaching key brain-based trauma-informed principles to students can empower them with hope for academic success.
Brief Program Description
It is important to empower students with information and understanding about trauma along with concepts and interventions for brain regulation and healing. When information about the impact of trauma is shared with students without first establishing a solid foundation for hope and change, it can do more harm than good. In this presentation, we will share guidelines and ideas for teaching key trauma-informed principles to students including physical, emotional and social regulation strategies as well as an understanding of the stress response.
Summary
It is important to empower students with information and understanding about trauma along with concepts and interventions for brain regulation and healing. When information about the impact of trauma is shared with students without first establishing a solid foundation for hope and change, it can do more harm than good. In this presentation, we will share guidelines and ideas for teaching key trauma-informed principles to students including physical, emotional and social regulation strategies as well as an understanding of the stress response.
These principles and strategies can be taught individually, through a group curriculum, and through program norms and expectations. In this presentation, we will cover all three areas. Feedback and lessons learned from students will be included.
Objectives
Participants will be able to identify the importance of and strategies for establishing a foundation of hope and healing
Participants will be able to recognize key areas and opportunities for teaching students about trauma informed principles within their setting.
Participants will be able to conceptualize a plan for teaching students about trauma, brain healing, and brain regulation.
Evidence
- Lakeside’s NeuroLogic® Initiative Trauma Informed Training for Schools
- Is based on over 40 years of experience in our own network of therapeutic schools.
- Has experience working with youth, teachers, administration and staff in over 40 school districts.
- Is based on evidence-based work through 2+ years of training through the Child Trauma Academy and the NeuroSequential Model of Therapeutics.
Learning Objective 1
N/A
Learning Objective 2
N/A
Learning Objective 3
N/A
Biographical Sketch
Kathy Van Horn, Licensed Psychologist, MEd
Kathy has been working in the field of education for 35 years as a teacher, counselor, and administrator and has been consulting and training school personnel for the past 20 years. She currently is Executive Vice President of Lakeside and works part time as a professor in Eastern University’s graduate school counseling department.
In addition to being a Licensed Psychologist, Kathy has been trained by the ChildTrauma Academy in the Neurosequential Model of both Therapeutics and Education. She has presented in regional, state, national and international conferences. Kathy has recently published a curriculum for teaching trauma informed principles to students.
Josh MacNeill, MEd
Josh began his career as a teacher where he quickly adapted trauma informed strategies into his classroom. Because of his success both in the classroom and in sharing these strategies with others, he began to get many requests to consult and train.
In addition to earning his Masters in Multicultural Education, Josh has completed The ChildTrauma Academy’s Neurosequential Model of Education training. He has presented at regional, state, national and international conferences and now offers training and consultation for schools throughout the United States and abroad. Josh has written the book, 101 Brain Breaks & Brain Based Educational Activities.
Keyword Descriptors
brain-based, trauma-informed, school-based, practical, hopeful, empowering
Presentation Year
2023
Start Date
3-8-2023 11:15 AM
End Date
3-8-2023 12:30 PM
Recommended Citation
Van Horn, Kathy and MacNeill, Joshua, "Teaching Students about Trauma and Brain Regulation" (2023). National Youth Advocacy and Resilience Conference. 28.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2023/2023/28
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Educational Psychology Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Special Education and Teaching Commons, Student Counseling and Personnel Services Commons
Teaching Students about Trauma and Brain Regulation
Session Nine Breakouts (Scarbrough 2)
It is important to empower students with information and understanding about trauma along with concepts and interventions for brain regulation and healing. When information about the impact of trauma is shared with students without first establishing a solid foundation for hope and change, it can do more harm than good. In this presentation, we will share guidelines and ideas for teaching key trauma-informed principles to students including physical, emotional and social regulation strategies as well as an understanding of the stress response.
