A calming corner (also known as a calm down corner or comfort corner) is a small, designated space located within a classroom. The purpose of a calming corner is to help support self-regulation while keeping students in the classroom if they need... Continue reading.
Sensory rooms are therapeutic spaces that provide students with personalized sensory inputs to meet their individual needs. These rooms are not just for students with impairments, however, but for ALL children. Using a variety of tools,... Continue reading.
Anyone who works with people who have experienced trauma knows that trauma can take a toll on the human heart, for both the victims of trauma and those that assist with the healing of trauma. For those of us who assist in the various capacities of... Continue reading.
*Student identifying info has been changed to maintain confidentiality. It’s 7:45 on a Tuesday morning. The call that comes over my walkie talkie is not unfamiliar. “Skillet is needed on the bus. Skillet is needed on the bus.” Skillet, a... Continue reading.
I have been thinking about ACEs lately. Not the 4-of-a-kind, win-big-in-poker aces, but those pesky Adverse Childhood Experiences ACEs. As the opioid epidemic in our communities brings death and misery to our families, we have amassed resources in... Continue reading.
Positive early childhood experiences are essential for later success in school, the workplace, and the community. Services for children who have experienced Adverse Childhood Experiences (ACEs) or those living in chronic toxic stress, including... Continue reading.
The experience of trauma is often difficult to communicate through words, and is more easily described through sensory-based interventions. Sensory-based interventions are non-language activities like drawing, imagery and other forms of expressive... Continue reading.
I am an elementary principal who works in the “kid business” and every year I meet so many students.They are so diverse in every sense of the word – some are topping the growth charts, some are barely making the growth chart, some have blonde... Continue reading.
After 17 years of facilitating grief and trauma recovery, I recently experienced something that led me to a completely new understanding of the importance of the work we do at TLC and the programs we have developed and refined. As well as being a... Continue reading.
Access this article by Emelina Minero on the Edutopia website... Continue reading.
Learning can be a real struggle for children who have experienced a trauma. But once trauma is identified as the root of the behavior, educators can adapt their approach to help students cope when they are at school. These steps create a... Continue reading.
Benefits of Anxiety Art Anxiety Art is a powerful strategy for building resilience in kids. Today, anxiety is one of the most prevalent children’s mental health issues with the average age of onset for anxiety disorders being 6 years of age... Continue reading.
Adapting SITCAP-ART: The Story of One Program’s Journey in Group Implementation for Transformative Results This paper explores the adaptation of SITCAP-ART to fit needs and aptitudes of at risk adjudicated youth in a particular intensive after... Continue reading.
Being strength-based suggests that the way we interact and respond to children is rooted in the way we view them. As practitioners focused on promoting resilience in at risk children, we must maintain a positive focus even when children are... Continue reading.
Self-care in relationship to trauma work is an essential practice for professionals in this helping field. Without attention and connection to our own self-care, the demanding toll of aiding and supporting others in pain and distress can often leave... Continue reading.
