Optimizing Learning Outcomes provides answers for the most pressing questions that mental health professionals, teachers, and administrators are facing in today’s schools. Chapters provide a wide array of evidence-based resources—including links to video segments—that promote understanding, discussion, and successful modeling. Accessible how-to trainings provide readers with multiple sensory-based practices that improve academic success and promote behavioral regulation. Clinicians and educators will come away from this book with a variety of tools for facilitating brain-based, trauma-sensitive learning for all, realizing improved learning outcomes, improving teacher satisfaction, and reducing disciplinary actions and suspensions.
Table of Contents
About the Editor Contributors Acknowledgements Introduction 1.21st Century Neuroscience, Learning and Behavior: Not Doing More-Doing Differently William Steele 2. On Becoming a Self-Reg Haven Stuart Shanker and Susan Hopkins 3.Multi Sensory Practices for All: Changing Physiology, Behavior and Performance Roberta Sherf and Chris Bye 4.Students With Sensory Processing Challenges: Classroom Strategies Lindsey Biel 5.Brief Connections That Matter (CTMs): Student-Teacher Relationship William Steele 6. Growth Mindsets for Learning: Effective Effort Emily Diehl 7. Teacher Resilience, Sustained Effectiveness, and Self-Care William Steele 8. In School Neurological Reparative Therapy For Traumatized Students David Ziegler 9. A Vision for a Trauma-Sensitive School Susan F. Cole, Anne Eisner, Michael Gregory and Joel Ristuccia 10.Compassionate Schools: Responding to Kids Impacted by Adversity, Trauma, and Toxic Stress Ron Hertel and Susan O. Kincaid Appendices: Additional Sensory Processing Strategies Lindsey Biehl Trauma Related Intervention Considerations for IEP/504 Plan: Case Example Kathie Ritchie Additional Teaching & Learning Resources Kathie Ritchie Compassionate Schools Resources Ron Hertel and Susan O. Kincaid
William Steele, PsyD, MSW, is the founder and was, for twenty-three years, the director of the National Institute for Trauma and Loss in Children (TLC), where he created trauma-specific, registered, evidence-based intervention programs and resources for schools and agencies. These programs are currently used in fifty-five countries. Now retired from TLC, he continues to write, consult, and train educators and practitioners across the United States.
"This book is a much needed resource and guide for novice and veteran teachers learning to create trauma-sensitive school environments. It provides a comprehensive review of information, examples, strategies, and tools based on research of effective trauma-informed practices."
Regena F. Nelson, PhD, professor and chair of the Department of Teaching, Learning and Educational Studies at Western Michigan University
"The editor and the book’s contributors provide readers with a detailed road map of practical, trauma-informed strategies and practices. They are not asking us to do more in our educational system. Instead, they are showing us, through a multitude of examples, that when we change our approach, we can maximize positive behavior and gains in student learning. What greater gift can we offer our most struggling students?"
Jim Sporleder, MS, former principal at Lincoln High School in Walla Walla, Washington
"Most children are naturally resilient to stresses like watching a friend move out of the neighborhood or listening to parents having the occasional argument. Unfortunately, for far too many of our children and youth, their stressors are much more serious and more enduring. They are the students whose trauma impacts every facet of their lives, including school. If you’re an educator or school mental health specialist, this book is a must read!"
Steve Sandoval, PhD, executive director of special services with Westminster Public Schools, Colorado, and one of Education Week’s 2016 "Leaders to Learn From"