Wednesday afternoon began with our monthly scheduled administrative meeting where information was covered. Supper was served, networking occurred and the evening was finalized with the viewing of a film titled: ‘Paper Tigers’
A film about how the presence of a dependable, caring adult can reverse the effects of trauma on children and one high school’s journey. Very insightful and highly recommended.
Jeff Johnson Presentation: ATA
For educators to expand their knowledge they must plan for their professional development. As a school leader you must create an environment where staff are comfortable and confident to proceed with planning and attending professional development. Be supportive of a collaborative approach as this will make learning much more meaningful. Encourage reflection as it enhances deeper meaning.
Alberta Education TQS:
Ideas to Review with Staff:
- Staff meetings: review one standard per meeting
- Have staff reflect upon their knowledge, skills and attributes for the standards
- School Divisions Framework to support – more in-depth
Alberta Education DRAFT TQS:
- Technology embedded
- FNMI embedded
- Collaboration embedded
- Fostering Effective Relationships at the start of the document
- Applying educational research is evident
- There are 6 standards – makes the document more user friendly
- Less descriptive – teacher friendly
- Teachers: literacy and numeracy indicated directly in the document
Building a Healthy Brain: Brain Architecture – Ken Sampson Presentation
Stress is toxic to the developing brain. The complex interaction between experience and genetic predisposition has an impact on the creation of a child’s brain foundations and the person’s subsequent lifelong behaviour.
Alberta Family Wellness
Serve and Return: Interactions that promote healthy brain development. Serve and return interactions repeated are the bricks that build healthy foundations for all future development.
Stress elevates hormones which can at high levels disrupt the brain architecture. There are different types of stress:
Positive Stress Examples
- meeting new people for the first time
- a mild stress response
- prepares the brain for small stresses
- Death in the family
- Natural Disaster
- longer periods of time, repeated and intense.
- Abuse, neglect and violence
- Disrupts brain architecture
- Causes depression, anxiety, suicide, violent, emotional problems
Aces: Adverse Childhood experience questionnaire
Executive functioning skills is the foundation for children to be able to cope with stress. Executive function encompasses the higher order operations that help us organize information and regulate our behaviour, including prioritizing, delaying gratification, planning ahead, coping with frustration, and following rules. Children with good executive function find it easier to get along with others and develop adaptive responses to social demands. Video
The Brain Architecture Game
Applying Developmental Research in Schools – Kendra Massie
- Single or repeated events
- Observed perceived and or experienced
- Threat or harm to own or other’s emotional and physical well-being
- Emotionally painful
- Leads to trauma symptoms
- Repeated experiences, violence, abuse and neglect
- Disruptions in caregivers
- Occurs within the contexts of relationships –
- Witnessing the trauma events of others
Events become trauma when harmful or threatening events occur in conjunction with emotional and or physical pain. Trauma emotional symptoms: fear, anxiety, depression, anger and dysregulation. Behavioural Trauma symptoms: Fights, flight, avoidance, self harm and aggression. Children who experience trauma will form relationships with other ‘bad’ kids to feel ‘normal’. Cognitive trauma symptoms include irrational beliefs, generalized beliefs and negative attributions. Physical trauma symptoms include elevated heart rates, increased body temperature, nausea and light-headedness. Over time their health and well-being can be affected.
Recurrent and distressing memories, dreams and flashbacks. Avoid of stimuli associated with the events. Avoiding memorizes, thoughts, or feelings. Avoid people or places that arise distressing memories. Have negative changes in their thoughts and moods. Have irritable behaviour and angry outbursts.