TCI Second Edition

Front

A Trauma-Informed school ensures that staff

Crisis Prevention: Creating a Safe Place for Learning

Back

-Understand (how it impacts everyone)

-Are sensitive to

-Recognize

-Respond (in ways that avoid re-traumatization)

Front

Developmental relationships are characterized by:

Crisis Prevention: Creating a Safe Place for Learning

Back

1.) Attachment

2.) Reciprocity- "back & forth" (hit the ball back w/ positivity"

3.) Progressive complexity- (start small) build a relationship first

4.) Balance of power- student needs redirection, classroom management, giving students responsibility

Front

Effective TCI implementation includes:

Implementing the TCIS System

Back

1.) Leadership

2.) Student + family inclusion

3.) Clinical + social work participation

• -quality of relationships w/ kids

4.) Coaching + post crisis response

• (TCI training and trainers)

• 5.) Training + competency

• 6.) Documentation

Front

Space within caring and responsive classroom communities:

The Ecology of Caring Schools ad Classrooms

Back

1.) Ideological- (macro view) what BOCES expects of us

2.) Physical- kids will feel chaotic energy, must have calm space

3.) Cultural- different cultures and learned behaviors

4.) Social- if you don't have a relationship, children won't be successful academically, recognize student needs, structure helps students learn skills and practice them

5.) Emotional- take into consideration trauma. Must use co-regulation in order to self-regulate. Need this skill to be a successful adult

Front

Foundations of the Intentional Use of Self:

Intentional Use of Self

Back

-how do we handle ourselves?

-how do we manage?

Must know how to regulate self in order to help co-regulate. You must have self awareness, self recognition, relationship skills + attunement (understand what a student might be thinking + feeling), and perform self-care.

Front

The Triune Brain Model

Knowing The Student

Back

Thinking Brain- higher functions such as reasoning, language, creativity, and abstract thought.

The Emotional Brain- amygdala -> is this a threat?

Survival Brain- no logic (fight or flight)

Front

Pain Based Behavior:

Knowing The Student

Back

-trauma re-enactment

• -overreaction

• -defiance

Front

Feelings, Needs, + Behaviors:

Knowing The Student

Back

There's always a reason for the behavior

Front

Triune Brain + Trauma Driven Perception:

The Stress Model of Crisis: A Typical Crisis

The Brain and Trauma Driven Perception

Back

Trauma Driven Perception:

potential danger→emotional brain→survival→panic

Rational Perception:

potential danger→emotional brain→thinking brain→no danger

Front

The Triune Brain + Trauma Driven Perception:

The Stress Model of Crisis: A Typical Crisis

The Brain and Trauma Driven Perception

Back

Thinking Brain: Neocortex

(controls thinking and reasoning)

Emotional Brain: Limbic System

(controls emotions and feelings)

Survival Brain: Brain Stem

(controls survival functions)