healthiersfexcel.org

healthiersfexcel.org

Lenses Overview Trauma Informed Practices, Implicit Bias, Cultural Competency Goals for Today Brief overview of Trauma Informed Practices, Implicit Bias, Cultural Competency, and Restorative Practices How those lenses can impact our work Brief overview of some proactive practices Planning time to build an action plan regarding QAP goal Trauma-Informed Practices What is it? A paradigm shift to understand the impact of trauma on child development and to learn how to effectively minimize its effects without causing additional trauma. J. Dorado (2015) UCSF HEARTS Trauma-Informed Practices How does it affect your work? With repeated exposure to trauma and adverse childhood experiences (ACEs), youth can develop neural pathways that

activate the survival part of the brain, even during times when stressors is not present. Examples: He started screaming out of nowhere! Effects of Vicarious Trauma: The teacher just started yelling at them. Common Triggers Learning/ Thinking Brain (Prefrontal Cortex) J. Dorado (2015) UCSF HEARTS Survival/ Emotion Brain (Limbic System) Unpredictability Unpredictability Transitions Transitions

Sudden change Sudden change Loss of control Loss of control Feeling vulnerable Feeling vulnerable or rejected or rejected Loneliness Loneliness Sensory overload Sensory overload Confrontation Confrontation Embarrassment or Embarrassment or shame shame

Trauma-Informed Practices How does it affect your work? With repeated exposure to trauma and adverse childhood experiences (ACEs), youth can develop neural pathways that activate the survival part of the brain, even during times when stressors is not present. Examples: He started screaming out of nowhere! Effects of Vicarious Trauma: The teacher just started yelling at them. Common Triggers Learning/ Thinking Brain (Prefrontal Cortex) J. Dorado (2015) UCSF HEARTS Survival/ Emotion Brain (Limbic System)

Unpredictability Unpredictability Transitions Transitions Sudden change Sudden change Loss of control Loss of control Feeling vulnerable Feeling vulnerable or rejected or rejected Loneliness Loneliness Sensory overload Sensory overload Confrontation Confrontation

Embarrassment or Embarrassment or shame shame Trauma-Informed Practices How does it affect your work? With repeated exposure to trauma and adverse childhood experiences (ACEs), youth can develop neural pathways that activate the survival part of the brain, even during times when stressors is not present. Examples: He started screaming out of nowhere! Effects of Vicarious Trauma: The teacher just started yelling at them. Common Triggers Learning/ Thinking Brain (Prefrontal Cortex) J. Dorado (2015) UCSF HEARTS

Survival/ Emotion Brain (Limbic System) Unpredictability Unpredictability Transitions Transitions Sudden change Sudden change Loss of control Loss of control Feeling vulnerable Feeling vulnerable or rejected or rejected Loneliness Loneliness

Sensory overload Sensory overload Confrontation Confrontation Embarrassment or Embarrassment or shame shame Trauma-Informed Practices What can we do about it? Understand trauma and stress Practice cultural humility and responsiveness Establish safety and stability Foster compassionate, dependable relationships Build skills in managing emotions and thinking clearly (Ford et al., 2006)

Facilitate voice and choice Promote resilience and build on strengths J. Dorado (2015) UCSF J. Dorado (2015) UCSF HEARTS HEARTS Implicit Bias: What is it? Underlying subtle processes that usually operate at a level below conscious awareness and affect our interaction with others. Cultural Competency: What is it? Cultural competence is having an awareness of ones own cultural identity and views about difference, and the ability to learn and build on the varying cultural and community norms of students and their families. It is the ability to understand the within-group differences that make each student unique, while celebrating the between-group variations that make our country a tapestry. - NEA How do Implicit Bias and Cultural Competency affect our work?

Our unconscious thoughts lead to actions that affect interactions with: Coworkers Students How do your cultural norms affect how you deal with conflict with coworkers? How does your implicit bias about who should be a leader affect your youth development practices? What do we assume about the intentions of others based on our implicit bias? Families How does your implicit bias or cultural competency affect

your desire to engage with families? How do we respond to others based on our own cultural norms? What can we do about it? Follow the Data The data doesnt lie! It is a mirror of our collective ideas and practices. Example: Suspensions in SFUSD Talk about it Keep these concepts at the forefront in your work by talking with others about it and including it in conversations about youth development, family engagement, etc. Be about it Take time to seek out more information or to challenge the thinking of others in conversation with family, friends, and coworkers.

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