Trauma-Informed Practices Part 2

Presenters

Chris HainesFollow

First Presenter's Institution

Greater Greenville Mental Health Center

First Presenter's Brief Biography

Chris Haines is a Licensed Professional Counselor and the Director of School Mental Health Programs at Greater Greenville Mental Health Center. Chris’s team includes 82 therapist positions serving 101 schools and programs in Greenville County School District. Chris is the School Mental Health Therapist at West Greenville School, where he has specialized in the treatment of adolescents with severe emotional and behavioral disorders for the past 15 years. Chris is on the South Carolina roster of clinicians trained in Trauma-Focused Cognitive Behavioral Therapy, a trained EMDR Therapist, a Trainer on Adverse Childhood Experiences, and a Trainer in Trauma-Informed Practices. Chris’s education includes a Master of Science in Marriage and Family Therapy from John Brown University in Siloam Springs, Arkansas. Prior to working in School Mental Health in Greenville, Chris worked as a community-based therapist serving children in Washington, DC and Maryland.

Document Type

Event

Primary Strand

Mental Health

Relevance to Primary Strand

Trauma-Informed Practices at all 3 tiers are essential to preventing mental and behavioral health challenges for students and for intervening for students who are experiencing mental health and behavioral health challenges currently.

Alignment with School Improvement Plan Topics

Student Learning and Development

Brief Program Description

Building on the information in Part 1, participants will learn strategies and trauma-informed practices that support the mental health of all students. Brain states and their associated behavior will be taught in addition to practical strategies for helping children become ready to learn. Multi-tiered systems of support (MTSS) principles will be reviewed and applied for school-wide and classroom-wide practices that include SEL and mental health literacy. Mental health impacts on students and staff from factors related to the COVID-19 pandemic will be addressed.

Summary

Building on the information in Part w, participants will learn strategies and trauma-informed practices that support the mental health of all students. Brain states and their associated behavior will be taught in addition to practical strategies for helping children become ready to learn. Multi-tiered systems of support (MTSS) principles will be reviewed and applied for school-wide and classroom-wide practices that include SEL and mental health literacy. Mental health impacts on students and staff from factors related to the COVID-19 pandemic will be addressed.

Evidence

This presentation contains prevention and intervention strategies proven to be effective by a range of leaders in trauma including Dr. Bruce Perry, Dr. Stephen Porges, Dr. Ed Tronick, and Dr. Becky Bailey (Conscious Discipline). Strategies here are based on applications of neuroscience research and trauma-intervention strategies that schools and systems should apply.

Learning Objective 1

Participants will be able to define brain states and identify student behaviors associated with them.

Learning Objective 2

Participants will be able to identify and apply strategies for co-regulation when a student engages in a behavior that is stressful for them as an educator or clinician.

Learning Objective 3

Participants will be able to identify and apply Tier 1 strategies for establishing safety and connection for all students.

Recommended Citation

Haines, Chris, "Trauma-Informed Practices Part 2" (2023). Southeast Conference on School Climate. 77.
https://digitalcommons.georgiasouthern.edu/secsc/2023/2023/77

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.