TI Handbook Case Vignettes Final 2019

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National University College *

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Jun 11, 2024

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Case Vignettes: A Supplement to Trauma Informed Handbooks (2019) 1 Case Vignettes: A Supplement to the Trauma Informed Handbooks
Case Vignettes: A Supplement to Trauma Informed Handbooks (2019) 2 The purpose of these case vignettes is to illustrate examples of how the concepts in the Handbook can be implemented. The human experience means struggling with concepts that are new and considered out of the box. Learning new concepts can best by taught through story. Attaching real people to real concepts makes the learning curve easier. Each student is created based on real-life stories. While the student is fictional, the details could be Any Student in Anywhere, USA, at any Connection School. The students are also not gender specific. We operate from the philosophy that any gender of student could present with the challenges listed below. We will take each student through the various parts of the Handbook to illustrate the various ways these new strategies can be implemented. We will add thought-provoking questions on how implementing a new handbook cannot just be a black and white, concrete experience. There are many grey areas and thoughts that need to be considered at each level, for each student. The use of the Regulation Rooms are scattered throughout the Vignettes. Please note that every decision made for each student is based on the background information of that student. We must take into account ALL that a student shows up with each day. Meet our students. Elementary level: Charlie is a Kindergarten student who is the oldest of 4 children and the first to attend school. Charlie lives with both biological parents. Taylor is a 5 th grade student who is the youngest of 2 children. Taylor lives with biological mother, comes from a divorced family, and witnessed domestic violence for several years early in childhood. Middle school level: Alex is a 6 th grade student who was born addicted to substances and adopted at birth. Alex lives with both adopted parents and is an only child. Hayden is an 8 th grade student who is the middle of 3 children, living with dad. Ha yden’ s mom died last year. Hayden watches his youngest sibling so dad can work evenings to make ends meet. High school level: Logan is a 9 th grade student who is the oldest of 2 children and lives with biological mom and dad. Logan works a part time job after school to help with various family bills. Jordan is a 12 th grade student who is homeless and lives with a friend’s family. Both parents were incarcerated and have a substance use disorder. Jordan has bounced around among homes for several years and is committed to graduating.
Case Vignettes: A Supplement to Trauma Informed Handbooks (2019) 3 BACK TO SCHOOL NIGHT Many Back to School Nights involve a presentation by an administrator to a bigger audience, often welcoming families, providing encouragement and excitement. First impressions are lasting impressions, especially for those who are hypervigilant. This is a wonderful opportunity for Administrators and Assistant Administrators to: 1. Acknowledge the differences that each student brings to school. 2. Begin using trauma-informed language. 3. Introduce the new handbook and point out some of the new concepts. 4. Inform families (parents/guardians) that each Handbook will be signed by a school official as well as the families (parents/guardians) and students. 5. Reassure families (parents/guardians) that the Connection School is committed to safety, trust, restorative practices, and education. Charlie’s family arrives with all the nervousness of new parents going through a rite of passage for the first time. How do we do this? Will we screw it up? We couldn’t find a sitter fo r the others. How do we communicate any needs that we have? Who is our point of contact? Taylor’s mom is arriving with the weight of the world on her shoulders. Who in this community knows her business? Who read the police report? Will the teachers treat her student differently? This is a new school. Will her student be accepted and fit in? Who is safe for her student to talk to at this school? Alex’s family arrives filled with hope that this is a new start with new teachers. Middle school can be overwhelmi ng for some, but Alex’s elementary years were so difficult, middle school cannot be worse. Alex has sensory issues and this middle school is supposed to use strategies to help students like Alex. Will the Administrator talk about that? Will the teachers we meet this evening understand our student’s history? How can we partner to set Alex up for the best success? Who will be our ally? Hayden comes to back to school night alone this year. Dad is working and the other siblings are at home. Hayden wants to make a good impression and wants teachers to see that mom’s death will not impact the academic experience. Hayden hopes to connect with familiar faces and see the adults who supported their family last year during the loss of mom. Logan’s family eagerly attends the high school back to school night. High school is one of those experiences that parents try so hard to prepare their students for. Logan’s parents want to know how the students will be protected from bullying. How will Logan succeed academically? Who will be the academic counselor? Who will help Logan achieve his goals? Logan works a part-time job to help the family out. Do the parents tell someone at school or just keep it to themselves? What happens if Logan is tired the next day or cannot complete all of his homework in time? Jordan arrives late to back to school night. Jordan was not going to attend since last year’s was so awful. There is one teacher who believes in Jordan. This one teacher has held Jordan together through so many challenges. Jordan is determined to show up for this teacher.
Case Vignettes: A Supplement to Trauma Informed Handbooks (2019) 4 STRENGTHS AND STRUGGLE SURVEY This survey will be part of the school registration paperwork packet. Each school needs to be prepared to go through these surveys and provide guidance or strategies as needed based on the results of the survey. Let’s see how this might play out for each of our students. Charlie’s survey was completed with all of the Kindergarten registration forms. Parents did document that Charlie’s dad often travels for work and is out of town for a week at time. This is an important detail for the teacher to know going into the school year. Charlie may need some extra support or skills teaching for how to navigate these transitions. Taylor’s mom has filled out and returned the survey. In the responses, she wrote, “Taylor has witnessed many years of domestic violence and can be sensitive to male adults figures. Taylor’s father and I have divorced and there is currently no contact with him.” This student should immediately be on the radar of the Connection Team so that Taylor can be surrounded by caring and connection from day one. Taylor’s team should also be made aware of the history with male adults. Alex’s survey also was returned at the beginning of the year. The answers included, “Alex was adopted at birth and survived drug addiction. Alex has many sensory issues that can contribute to a lack of emotional regulation. Please talk with our family therapist and occupational therapist to get more information on additio nal tools to help Alex be successful.” The multi-disciplinary team for this student MUST have someone on it who understands sensory issues and the depth of how they impact a student’s experience at school. Each team member has to be open to learning about how to best meet this student’s needs in the classroom. Hayden’s survey has not come back yet. The Connection team knows that Hayden’s mom passed away last year. Setting up a home visit with Hayden’s dad, at a time convenient to him, makes the most sense on how to tackle collecting the information on the Strengths and Struggles Survey. It’s critical for the Connection Team to identify Hayden’s strengths so they can build on these and help Hayden move from trauma to resiliency. The home visiting team should be compassionate school officials who like Hayden and have a relationship with this student. Logan’s survey was returned with the initial school paperwork. Comments from parents include, “Logan has started a part-time job in the evenings to help our family with some financial issues. We would like to be proactive and have a plan in place for how to address any tardy or homework concerns.” This family is attempting to problem solve before any problems have occurred. Setting up a meeting right away could be useful. Include Logan in this meeting. Make sure all teachers on the same page. Align with Logan to support this student to navigate through this difficult family situation. Jordan’s survey was not returned. The Connection Team knows that Jordan’s life i s complex and the family (parents/guardians) is not available to complete the survey. The Connection Team could identify who in the school has the best relationship with Jordan. That person could connect one on one with Jordan and fill out the survey together. There is more to this process than meets the eye. Jordan will see
Case Vignettes: A Supplement to Trauma Informed Handbooks (2019) 5 the care and concern of this individual in meeting to complete this survey with such important questions. This process also allows Jordan to identify individual strengths and advocate for self as needed.
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