Christy Bryce – PESI – Trauma-Informed Schools and Adverse Childhood Experiences Training

Description

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Christy Bryce – PESI – Trauma-Informed Schools and Adverse Childhood Experiences Training

When you entered education, you thought it would be about lesson plans, curriculum, and seating charts.

You weren’t expecting kids who curse, hit, kick, and scratch other students, and bang their heads on the table when they’re frustrated. Kids who are constantly “in trouble” at school and have difficulty grasping the material being taught.

But sometimes the trauma of physical and sexual abuse, hunger, violence, and suicide lie behind these behaviors. And when you hear the stories of your students pain you’re left feeling blindsided, unprepared, and desperate for guidance on how you can help.

Whether you’re a teacher, administrator, counselor, social worker or anyone who works with students, this program will provide you with the step-by-step direction, tools, and techniques you need to work more capably and comfortably with kids who’ve experienced trauma. The strategies and comprehensive learning supports shared at this event will enable you to create a better school climate, boost academic achievement, and improve school safety while building critical skills in students like self-awareness, self-regulation, empathy, and an openness to teamwork and cooperation.

Get the trauma-sensitive skills and strategies you need to ensure every student can succeed!

Speaker

Christy W. Bryce, Ed.D.
Director of Intervention

Christy W. Bryce, Ed.D., the Director of Intervention for Warren County Public Schools in Bowling Green, KY has spent her career collaborating with educators, administrators and school staff to determine how best to intervene and support students who are demonstrating challenging behaviors.

Dr. Bryce has over 20 years of experience in education as a school psychologist and special education teacher and is highly experienced in consulting on trauma-informed practices, differentiated instruction, and academic and behavioral interventions for at-risk students and students with special needs.

A highly requested trainer, Dr. Bryce is experienced in establishing, coordinating, and sustaining large scale initiatives in the context of a linguistically and culturally diverse public school system. She earned her Ed.S. degree in School Psychology from Western Kentucky University and her Ed.D. degree in Education, Leadership and Policy from Vanderbilt University’s Peabody College.

Speaker Disclosures:
Financial: Christy Bryce has employment relationships with Kentucky Academic & Behavioral Response to Intervention, Peabody College, and Vanderbilt University. She receives a speaking honorarium and recording royalties from PESI, Inc. She has no relevant financial relationships with ineligible organizations.
Non-financial: Christy Bryce has no relevant non-financial relationships.

Objectives

1. Characterize the relationship between Adverse Childhood Experiences (ACEs) and childhood development.
2. Examine the role of Adverse Childhood Experiences and toxic stress on the escalation cycle and emotional dysregulation.
3. Establish how emotional check-ins and strategies that encourage choice can create a more psychologically safe classroom.
4. Communicate how trauma-sensitive practices can be employed to more effectively establish behavioral expectations and build structure and accountability.
5. Specify how culturally responsive strategies can increase engagement in both students and their families.
6. Articulate how a trauma-sensitive approach to discipline and corrective action can increase equity and replace reactive “push out” practices.

Outline

Adverse Childhood Experiences (ACES): The Hidden Public Health Emergency Affecting Schools

• The neurological and physiological impacts of toxic stress
• Trauma’s impact on kids’ development and futures
• Escalation cycle, toxic stress, and emotional dysregulation

Spot the Warning Signs of Trauma in Students

• How trauma impairs learning and impacts behavior
• How fight, flight, freeze looks in the classroom
• Physical symptoms to watch for
• Identify the “silent sufferer”

Trauma-Informed Practices for Schools and Classrooms: Establish Safety, Trust, Choice, Collaboration, and Empowerment

5 Ways to Build a Psychologically Safe Classroom

• Create calming areas in the classroom
• Build a classroom community
• Emotional check-ins, worksheets and activities
• How to offer choices so kids feel in control
• Schedules and routines that establish safety and normalcy

Challenging Behaviors Intervention Toolbox: Better Outcomes for Overreactive, Aggressive, and Avoidant Students

• What sets kids off? How to be a trigger detective
• Check in/check out for structure and accountability
• Better break interventions for avoidant students
• Executive functioning skills training for overreactive students
• Social stories to use when kids aren’t grasping expectations

Culturally Responsive Practices and Techniques: Support Sensitivity and Strengthen the School-Family Alliance

• Recognize our biases to better support cultural sensitivity
• Strategies for working with parents who’ve experienced trauma
• Strengthen the school-family alliance – support with families instead of to families

Trauma-Sensitive Approaches to Discipline and Corrective Action

• Building resilience – our kids can overcome!
• Leadership jobs that built competence and connectedness
• Discipline is a system: preventative, supportive, corrective
• Alternatives to suspension – keep kids in school and learning

Supports for Educators and Staff Who Experience Secondary Traumatic Stress

• Staff wellness – tap in/tap out
• Restorative circles for educators

Target Audience

• General Educators
• Special Educators
• School Administrators
• School Psychologists
• Social Workers
• School Counselors
• School Nurses
• Directors of Special Education
• Speech-Language Pathologists
• Occupational Therapists
• Paraprofessionals

Frequently Asked Questions:

1. Innovative Business Model:
   • Embrace the reality of a genuine business! Our approach involves forming a group buy, where we collectively share the costs among members. Using these funds, we purchase sought-after courses from sale pages and make them accessible to individuals facing financial constraints. Despite potential reservations from the authors, our customers appreciate the affordability and accessibility we provide.
2. The Legal Landscape: Yes and No:
   • The legality of our operations falls into a gray area. While we lack explicit approval from the course authors for resale, there’s a technicality at play. When procuring the course, the author didn’t specify any restrictions on resale. This legal nuance presents both an opportunity for us and a boon for those seeking budget-friendly access.
3. Quality Assurance: Unveiling the Real Deal:
   • Delving into the heart of the matter – quality. Acquiring the course directly from the sale page ensures that all documents and materials are identical to those obtained through conventional means. However, our differentiator lies in going beyond personal study; we take an extra step by reselling. It’s important to note that we are not the official course providers, meaning certain premium services aren’t included in our package:
     • No coaching calls or scheduled sessions with the author.
     • No access to the author’s private Facebook group or web portal.
     • No entry to the author’s exclusive membership forum.
     • No direct email support from the author or their team.

   We operate independently, aiming to bridge the affordability gap without the additional services offered by official course channels. Your understanding of our unique approach is greatly appreciated.

Refund is acceptable:

• Firstly, item is not as explained
• Secondly, Item do not work the way it should.
• Thirdly, and most importantly, support extension can not be used.

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