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2017-18 Trauma Informed Practice Summits

Registration Links:

Part I:

Part II (choose one location):

Part III:

We are excited to offer you this year-long learning series  focused on developing and implementing a trauma-sensitive learning environment.  This series will build off of the series provided last year throughout the state by Pete and Kristin, with the exception of Part I being offered in La Grande on March 5th and Coos Bay on April 6th who will receive the initial training.  Part two trainings will be offered on September 28th at the Keizer Community Center; October 9th at the Sheraton Hotel PDX and April 4th in Klamath Falls Oregon.  A part 3 seminar March 6th at the Keizer Community Center will provide additional training and also allow participants to share their own implementation progress and challenges with others.  The focus on March 6th will be emphasizing sustainability.

Fostering a Trauma Sensitive Learning Environment - Childhood trauma is real, it is prevalent, and it impacts students, their learning, and the adults in their lives quite significantly. In this engaging, relevant, and practical session, learn from childhood trauma expert Kristin Souers and former award-winning principal Pete Hall (authors of award winning and best-selling Fostering Resilient Learners: Strategies for creating a trauma-sensitive classroom – ASCD, 2016) about the importance of trauma informed practices in the school setting.

Part I:   Provided in La Grande (March 6, 2018) and Coos Bay Oregon on (April 6, 2018)

Participants will be introduced to and provided with opportunities to reflect on information centered around the role that trauma plays in the school environment; the importance of self-awareness and regulation and strategies to support these in the school setting; the power of relationships and the role they plays in the establishment and maintenance of school safety; and the importance of self-care and the need for the professionals to have tools and strategies to support their own health. This professional development experience will emphasize strength-based approaches to use with students, families, fellow faculty, school personnel, and community members. 

Intended Professional Learning Outcomes:

  1. Participants will deepen their understanding of the prevalence of childhood trauma and the impact of trauma and toxic stress on learning and development.
  2. Participants will explore multiple strategies for education staff and community members to utilize with children with (known and unknown) trauma histories – helping to sustain learning-ready states.
  3. Participants will collaborate to identify best practices associated with trauma-informed care that they can implement into their workplace settings.
  4. Participants will reflect on how this information impacts their role and their overall health, collecting several suggestions for self-care and self-awareness. 

Part II:  Offered April 4th

Participants will be introduced to and provided with opportunities to explore more in-depth the importance of fostering a culture of safety, predictability, and consistency; what it truly means to work as a team and address our students collectively; discuss a handful of strategies to support the New Three R’s (Relationship, Responsibility, and Regulation); and how to sustain a healthy work-life balance. Attendees will be given opportunities to collaborate and problem-solve scenarios associated with fostering a trauma sensitive environment.

Intended Professional Learning Outcomes:

  1. Participants will deepen their understanding of the value of fostering a safe, predictable, and consistent learning environment
  2. Participants will explore multiple strategies for education staff and community members to utilize with children with (known and unknown) trauma histories – helping to sustain learning-ready states
  3. Participants will collaborate to identify ways to support a team approach to addressing students’ needs in a strength based way
  4. Participants will reflect on the importance of a healthy work-life balance and its value in fostering and sustaining a trauma sensitive environment

Part III: Provided in Keizer (March 6, 2018)

You understand about ACEs and their impact upon children and learning. You realize how important it is to stay in your upstairs-brain as a professional. You’ve begun to establish a positive learning environment for your students, addressing the New 3 R’s in education: Relationship, Responsibility, and Regulation. How do you take these approaches, blend them together, and move your efforts to the next level? With childhood trauma expert Kristin Souers and former school principal Pete Hall, explore ways to deepen your application of a #TraumaInvested environment, digging into their innovative 4-i rubric as you process real-life scenarios with educators from neighboring locales. Investigate a theory of change that will help guide you through the leadership and implementation of structures and systems to support your work. Then collaborate with your colleagues to build a cohesive, strategic plan for getting to the heart of our work – nurturing our resilient learners. Leave with a game-plan and a renewed sense of enthusiasm for the challenges that lay ahead.

 

  

Kristin Van Marter Souers, Mental Health Counselor / Consultant - Bio
Pete Hall, Speaker, Author & Professional Development Agent - Bio

 

Sep 28, 2017
Oct 09, 2017
Mar 06, 2018
Mar 05, 2018
Apr 04, 2018
Apr 06, 2018