Trauma:
“Trauma is an emotional response to a terrible event … Immediately after the event, shock and denial are typical. Longer term reactions include unpredictable emotions, flashbacks, strained relationships and even physical symptoms like headaches or nausea.” (American Psychological Association) Complex trauma can result from events that are “severe and pervasive, such as abuse or profound neglect. They usually occur early in life and can disrupt many aspects of the child’s development and the formation of a sense of self.” (The National Child Traumatic Stress Network).
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DRC Resources |
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A Trauma-Informed Approach to Teaching Through Coronavirus Experts at the National Child Traumatic Stress Network respond to questions about trauma-informed practices to support students during school closure and distance learning. SOURCE: Teaching Tolerance |
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Helping Children and Adolescents Cope with Traumatic Events The National Institute of Mental Health shares this 2 page resource in English and Spanish to help adults understand how children may respond to traumatic events, what they can do to be supportive, and how to get additional help. |
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Michigan’s Free Online SEL Training The Michigan Department of Education in partnership with Michigan Virtual offers 5 self-paced courses (available to all but credit awarded only to MDE certificate holders) including an introduction to SEL, culturally responsive classrooms, embedding SEL schoolwide, creating professional culture based on SEL, and trauma-informed support. SOURCE: Michigan DOE |
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SEL Professional Learning Conference – Nashville Program packet from Nashville's annual SEL conference, including conference agenda, workshop descriptions, presenter bios, and sponsor information. SOURCE: Metropolitan Nashville Public Schools |
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Applying an Equity Lens to Social, Emotional, and Academic Development This issue brief describes 5 major barriers to equitable access to social emotional learning and positive life outcomes, and corresponding opportunities for districts to to dismantle those barriers by approaching SEL in ways that are grounded in equity and justice. SOURCE: University/Nonprofit Research Institution |
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DRC Guidance Pages |
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