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From ACEs to Assets: Supporting the Growth of Resilience to Improve Education, Health, Wellness Outcomes
AMY SCHEEL-JONES, MS.ED
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‣ Core Curriculum‣ Five day sequence• Grief & Loss• Trauma• Chronic & Acute Illness• Suicide Awareness & Intervention• Threat Assessment• Crisis Response - Critical Incident
Stress Management
Back-up Support
24/7 Support for Critical Incidents60+ component schools/districtsEvidence informed response modelDecreases vicarious traumaIncreases efficacy of response
Mission
To maintain and grow a community and school-based consortium of culturally sensitive and clinically appropriate training, support, and resource services to assist schools in responding to the emotional needs of children, teachers, and other school personnel, which arise from trauma, violence, illness, grief and loss.
The Monroe County Youth Risk Behavior Survey / ACEs
Analysis 2017
n=1702
36% (608)
27% (452)
15…
9% …
14% …
Prevalence
0 ACEs 1 ACE
The Academic Impact
Monroe County Office of Mental Health YRBS/ACEs Analysis 2o17
Mental Health
% total felt sad 2+ weeks in past year
% total for emotional problems
Monroe County Office of Mental Health YRBS/ACEs Analysis 2017
Suicide
% total non-suicidal self-injury ever
% total considered suicide in the past yea
% total attempted suicide in the past year
Monroe County Office of Mental Health YRBS/ACEs Analysis 2017
Violence
% total carried weapons
% total engaged in a fight
% total victim in past 30 days
Monroe County Office of Mental Health YRBS/ACEs Analysis 2017
Substance use
Tobacco
Marijuana
AlcoholAny other drug
Under the influence at school
Monroe County Office of Mental Health YRBS/ACEs Analysis 2017
Monroe County Resiliency Learning
Collaborative: Empowering the growth
of roots and wings
• 13 School Districts• Homeless Shelter serving Youth• Monroe County Office of Mental
Health• Health/Hospital System• Three Youth-serving Community-
Based Organizations• Policy and funding advocates
Understanding ResilienceWhat is predictable is preventable
EDUCATION HEALTH WELLNESS
Resilience trumps ACEs
Resilience is an individual’s ability to adapt to stress and adversity in a healthy manner.
WHAT IS RESILIENCE?
Shifting the Balance…
Trauma Resilience
I Have…• People around me I trust and
who love me, no matter what • People who set limits for me so
I know when to stop before there is danger or trouble
• People who show me how to do things right by the way they do things
• People who want me to learn to do things on my own
• People who help me when I am sick, in danger or need to learn
I Am…• A person people can like
and love • Glad to do nice things for
others and show my concern
• Respectful of myself and others
• Willing to be responsible for what I do
• Sure things will be all right
I Can…• Talk to others about things that
frighten me or bother me • Find ways to solve problems that
I face• Control myself when I feel like
doing something not right or dangerous
• Figure out when it is a good time to talk to someone or to take action
• Find someone to help me when I need it
FOSTERING RESILIENCE: The 7 C’s
CompetenceConfidenceConnectionCharacterContributionCopingControl
Dr. Kenneth Ginsburgwww.fosteringresilience.com
I believe we all have the capacity to become resilient. But our parents, siblings, extended family & community can either give us resilience or reduce our resilience. I also
believe that resilience is like a muscle. You can strengthen your resilience just as you strengthen a muscle.
-Tina Marie Hahn, MD
Applying a Resilience MindsetPutting knowledge into practice
The Goal: Principles of Trauma-Responsive Education
• Policies & Procedures
• Code of Conduct
• Universal strategies
• School climate
• 1:1 Interactions• Supports/Interventio
nsSelf
School
District • All students feel safe• Shared understanding• Teamwork & shared
responsibility• Anticipate & adapt to
changes in population• Meet student needs
holistically• Connect to
community
Helping Traumatized Children Learn 2, 2013
Multi-Tiered System of SupportUniversal
Targeted
Selected
Tier 1
Tier 2
Tier 3
n=1702
36% (608)
27% (452)
15…
9% …
14% …
ACEs
0 ACEs 1 ACE 2 ACEs 3 ACEs 4+ ACEs
The Prevalence of ACEs:
Monroe County2017
Tier 1What we do for all kids
I Hav
e H I Am A
I Can C
40 Developmental Assets
https://www.search-institute.org/our-research/development-assets/developmental-assets-framework/
Miss Kendra’s List
http://www.traumainformedschools.org/home.html
Contribution‣ Do I teach the important
value of serving others?
‣ Do I create opportunities for each student to contribute in some specific way?
‣ Do I expose my students to adults who might serve as role models in their contribution to their communities and the world? Do I use these adults as examples to encourage my students to be the best they can be?
Tier 1
• School-wide service projects• Explore through Curriculum
• Classroom jobs• Identify and employ special
skills/talents• Student Government
• Explore through Curriculum• Highlight young people making a
difference –local or worldwide
Dr. Kenneth Ginsburg- www.fosteringresilience.com
Coping
‣ Do I help them understand the difference between a true crisis and something that just feels like an emergency?
‣ Do I guide my students to develop positive, effective coping strategies?
‣ Do I model problem‐solving step by step?
Tier 1• Avoid shame but offer perspective
• Role Modelling• Make life’s challenges overt• Mindfulness/Self-Regulation• Explore through Curriculum
• Role Modelling• Classroom expectations
Dr. Kenneth Ginsburg - www.fosteringresilience.com
Control‣ Do I help them recognize
even small successes to increase their experience that they can succeed?
‣ Do I help my students understand that life’s events are not purely random and most things happen as a direct result as a series of actions and choices?
Tier 1• Emphasize practice• Value learning through
failure• Collaboration
challenges
• Restorative practices• Explore through
Curriculum
Dr. Kenneth Ginsburg - www.fosteringresilience.com
Two LaddersA mountain into a molehill strategy…
Dr. Kenneth Ginsburg - www.fosteringresilience.com
Tiers 2 & 3The ARC Model• Skill development• Framework for intervention design• Trauma-responsive approach
atta
chm
ent
A
self-
regu
latio
n
R
com
pete
ncy
C
Contribution
‣ Do I teach the important value of serving others?
‣ Do I create opportunities for each student to contribute in some specific way?
‣ Do I expose my students to adults who might serve as role models in their contribution to their communities and the world? Do I use these adults as examples to encourage my students to be the best they can be?
Tier 1 Tier 2 Tier 3• School-wide
service projects• Explore through
Curriculum
• Opportunities to nurture/mentor
• Oversee club/activity
• Service projects• Mentorship
• Classroom jobs• Identify and
employ special skills/talents
• Student Government
• Counseling/Service groups
• Skill development groups
Support success with mentor / partner
• Explore through Curriculum
• Highlight young people making a difference –local or worldwide
• Presentations by local figures
• Bibliotherapy
• Research public figures with similar challenges and share with student
Dr. Kenneth Ginsburgwww.fosteringresilience.com
Coping‣ Do I help them understand
the difference between a true crisis and something that just feels like an emergency?
‣ Do I guide my students to develop positive, effective coping strategies?
‣ Do I model problem‐solving step by step?
Tier 1 Tier 2 Tier 3• Avoid shame but
offer perspective• Critical thinking
activities• Avoid reinforcing
the perception• Support
development of judgement
• Reflective listening
• Comic stripping• Collaborative
Problem-Solving
• Role Modelling• Make life’s
challenges overt• Mindfulness/Self-
Regulation• Explore through
Curriculum
• Prompts/non-verbal cues
• OTPT Consult
• OTPT Services• Counseling• Sensory diet
• Role Modelling• Classroom
expectations
• Support through projects
• Group activities
• Specific Feedback• Ladder ActivityDr. Kenneth Ginsburg
www.fosteringresilience.com
Control
‣ Do I help them recognize even small successes to increase their experience that they can succeed?
‣ Do I help my students understand that life’s events are not purely random and most things happen as a direct result as a series of actions and choices?
Tier 1 Tier 2 Tier 3• Emphasize
practice• Value learning
through failure• Collaboration
challenges
• Specific feedback• Chunking
• Ladder Activity• Skill development• Graphic
organizers
• Restorative practices
• Explore through Curriculum
• Specific feedback• Strategic use of
positive and negative outcomes
• Voice and choice• Student
leadership
• Supported voice and choice
• Counseling• Collaborative
Problem-Solving• Emphasize
student controlDr. Kenneth Ginsburgwww.fosteringresilience.com
Making it Real: An example from the Monroe County Resiliency Learning Collaborative
Social Emotional Learning (SEL) Group• Selection criteria:
• Disciplinary referrals• Behavioral Challenges• Low rate of success in
traditional AIS• 17 Students
• Most with known ACE scores of 3+
• 1 period per week• 2nd Semester
Social Emotional Learning GroupIncorporates:
• PBIS• TIC• SEL• RtI• TCI• 7 C’s• Restorative
Practices
Attachment: • Engagement (Teachers, student, family)• Co-Teaching Model (Teacher & Counselor)• Peace Circle; Restorative Practices; Group
GuidelinesSelf-Regulation:
• Identify triggers◦ Peace Circles◦ Journaling◦ Art
• Skill-Development◦ Deep breathing◦ Activity/exercise◦ Mindfulness◦ Positive communication strategies
Competency:• Practice skills
◦ Self-Regulation◦ Peace Circles
• Feeling Thermometer◦ Specific Feedback
• Goal Setting/Prioritization
Outcomes
‣ Participants reported increased attachment to school
‣ Participants honored confidentiality‣ Increased staff collaboration on
behalf of participants‣ Disciplinary referrals and behavioral
challenges decreased‣ Transparent reporting increased
overall staff support
Additional Resources‣ Support for Students Exposed to Trauma
(SSET)• Implemented by Non-Clinical Staff
‣ Cognitive Behavioral Interventions for Trauma in Schools (CBITS)
• Clinical training required• Middle School – High School• Screen includes:◦ Trauma exposure◦ Trauma symptoms (clinically significant
score)◦ PTSD diagnosis not required
• 10 Group Sessions• 1-3 Individual Sessions◦ Trauma Narrative
• Teacher & Caregiver Psycho-education
‣ The Consortium on Trauma, Illness & Grief in Schools (TIG)
• Appropriate for any staff• Increases awareness• Increases capacity to respond
‣ Bounce back (CBITS for K-5)• Clinical training required• Screen includes:◦ Trauma exposure◦ Trauma Symptoms (UCLA PTSD Reaction
Index)• 10 Group Sessions• 2-3 Child-Caregiver Sessions◦ Trauma Narrative◦ Tips for listening to child
• Teacher & Caregiver Psycho-education
www.NCTSN.org www.tigconsortium.org
Today We Can…Build capacity
Film Study◦ Paper Tigers◦ Resilience: The Biology of Stress & the Science
of HopeBook Study
◦ Reaching & Teaching Children who Hurt◦ Brainstorm: the Power & Purpose of the
Teenage Brain◦ Raising Kids to Thrive
Review Procedures & Policy Design & Implement Professional
Development Strategies Incorporate into Observation or
Supervision Value Self-Care Connect with others doing this work!
Today I Can…
But…Will this matter?
Greet all of my students by name
Call parents/caregivers to share good news
Visit my students’ homes, neighborhoods and communities
Understand there may be underlying causes to what is showing up as “big behaviors” and begin to deepen my compassionate curiosity
Make sure that the youth I work with know I care about them “No Matter What”
Listen and pay attention without judgment
Engage with colleagues on what I’ve learned
Youth with 2 or More ACEs: YES = 298 NO = 303
Monroe County Office of Mental Health YRBS/ACEs Analysis 2017
When youth feel encouraged at school risk for being under the influence at school, suicide
ideation and depression all decline.
I receive encouragement at school…
Youth with 2 or More ACEs: Yes: 216 No: 253
Monroe County Office of Mental Health YRBS/ACEs Analysis 2017
When youth feel they matter to their community, risk for suicide ideation and depression decline.
I feel I matter in my community…
Youth with 2 or More ACEs : YES = 425 NO = 275
Monroe County Office of Mental Health YRBS/ACEs Analysis 2017
When youth have at least 1 non-parental adult support risk for being under the influence at school, suicide ideation and
depression all decline.
I have at least one non-parental adult support…
The Power of Resilience
The Power of One
The Power of You
One Positive, Caring, Consistent Adult makes all the difference…
Resources & References‣ Alive and Miss Kendra’s List:
http://www.traumainformedschools.org/home.html‣ Allostasis and Allostatic Load:
http://www.dva.gov.au/sites/default/files/files/consultation%20and%20grants/healthstudies/allostatic/allostatic.pdf
‣ ARC Model:http://www.traumacenter.org/research/ascot.php
‣ CDC site on ACE Study:https://www.cdc.gov/violenceprevention/acestudy/
‣ Child Trauma Toolkit for Educators: www.NCTSN.org
‣ Developmental Assets Framework:https://www.search-institute.org/our-research/development-assets/developmental-assets-framework/
‣ Helping Traumatized Children Learn:http://traumasensitiveschools.org
‣ The Heart of Learning and Teaching: www.www.k12.wa.us./CompassionateSchools/Resource.aspx‣ Monroe County Office of Mental Health YRBS/ACEs Analysis 2017 ‣ National Center for Trauma-Informed Care:
http://www.samhsa.gov/nctic‣ Reaching Teens:
https://shop.aap.org/reaching-teens/‣ The Consortium on Trauma, Illness & Grief in Schools (TIG):
www.tigconsortium.org
Copyright by CCSI 2018This training was prepared by Coordinated Care Services, Inc.
