Trainings can consist of one half day, full day, multiple day formats, or in one – two hour formats (Keynote addresses).
Training content from available programs can be arranged to meet the specific need of participants.
(Evidence Based Intervention Programs Developed, Researched, Authored and Taught by Dr. Steele)
I Feel Better Now (ages 6-12) & Structured Sensory Interventions for Traumatized At-risk and Adjudicated Youth (ages 13-18). Registered as evidence-based programs with the California Evidence Based Clearinghouse and the Substance Abuse Mental Health Services Agency (SAMHSA) Registry of Evidence Based Practices. Dr. Steele provides training in the use of these programs.
Optimizing Learning Outcomes: What Parents Need To Know and Can Do
This presentation is based on documented learning research and demonstrated classroom practice outcomes related to improving learning outcomes and behaviors for all students, inclusive of anxious and traumatized students. It is a How To presentation. Via varied video segments, parents hear firsthand accounts of the brain-based, neuro-scientific practices and relational strategies we can all initiate to boost student’s efforts to learn.
Trauma: What our Brain, Nervous System and Survivors Tell Us Matters Most (©2015)
Trauma is explored as an experience resulting in dysregulated adaptation of the nervous system and integrated brain functions dictating the use of specific trauma- informed intervention stages and practices. Using video segments and numerous group activities, participants discover the limits of talk, reason and logic in the face of trauma while discovering the world of survivors and the value of varied sensory-based interventions including using the body as a resource. Topic areas cover the anatomy of fear, explicit/ implicit processes, the corpus callosum, regulation, co-regulation, vagus nerve, sensory processing issues in trauma, trauma- informed practice beliefs, what constitutes safety for the practitioner and survivor, first-hand survivor accounts, the six stages of intervention and defining trauma integration.
Trauma Regulated Reintegration and Resilience Practices (TRIP©2015)
This workshop involves participants in a series of varied activities using the body and other expressive modalities that help empower trauma victim’s success in regulating their reactions to past and current trauma while doing the re-processing needed to achieve trauma integration-moving from victim to survivor to thriver. It provides participants the opportunity to experience first hand how to safely integrate these processes into their practice. Processing participant’s experiences in groups provides them the opportunity to raise questions and or concerns about integrating these practices in their current settings.
Trauma in Schools and Communities: Recovery Lessons from Survivors and Responders (©2015)
Participants from all levels of experiences will walk away with answers to the many “What if ..” questions regarding the many areas of recovery that need attention following critical incidents/crises/traumatic incidents. Collective voices from survivors and responders present best practices in recovery/disaster planning. They come from the Gulf War, the bombing of the federal building in Oklahoma, numerous student suicides, killing of educators, catastrophic storms Katrina and Rita, the worst wildfire in the history of Texas, 9/11 untold stories from New York and Washington DC, mass killings at Virginia Tech and Sandy Hook Elementary School and the shooting and killing of students in Chardon Ohio. These lessons address critical school and community protocol and all areas of recovery such as immediate and time specific interventions, team preparedness, issues specific to administrators, teachers, counselors, students, the community, challenges one year later and so much more.
Three Day Trauma-Informed Brain-Based Classroom Practices
Day One: The Brain and Nervous Systems Impact on Learning and Behavior
You will learn about the core components of what constitutes a trauma- informed, brain- based learning environment, as well as how the function of the nervous system and regions of the brain when adjusting to chronic fear experienced by anxious and traumatized children and youth negatively impacts learning and behaviors. Learn about the anatomy of fear and the function of the nervous system and brain as it relates to learning and behavioral issues students face while living with fear, anxiety and trauma.
You’ll discover that the “emotional brain” dominates the reactions and interactions of anxious and traumatized students, not their thinking brain, which makes learning and behavioral regulation a challenge. Using numerous examples, video segments, activities and research you will discover what matters most in your efforts to teach and manage their behaviors. You will learn simple, easy to implement strategies to deescalate behaviors and create a supportive environment for students.
Day Two: Codes, Mindsets and Practices In Trauma-Informed Schools
Rather than do more, you will be shown how you can do things differently based on neuroscience and what other schools have learned and experienced when shifting to trauma informed, brain based practices to make teaching and learning easier. The trauma- informed school requires a shift in mindsets, beliefs, codes of conduct, and relational versus behavioral approaches when responding to the challenging behaviors and learning needs of anxious and traumatized students.
Because transitions play a critical role in student regulation and learning, participants will identify the many transitions students experience in a single school day and how they can be managed to help students regulate their behavior and sustain use of their “thinking brain” throughout the day.
You will also learn additional techniques to support the de-escalation of challenging classroom behaviors that are the manifestation of trauma. The day concludes with a review of a daily classroom schedule that incorporates what has been learned in the past two days.
Day Three: Trauma Informed Classroom & School Climate
Micro connectors, mirror neurons, discovering students in their world, the way they experience their peers, their classroom and themselves are all critical relational strategies for teachers to use to maintain a productive learning environment in the classroom and to help optimize the learning outcomes of anxious and traumatized students. These advanced strategies will be discussed during day 3.
Without a sense of safety between teacher and student, little can be accomplished. A self-regulation assessment will be provided and used to help adults develop their personal self - regulation plan when addressing extreme student behaviors.
Participants will be given time in groups to identify the questions they have about all that was presented the past three days. The day concludes with a briefing to help participants develop a plan for introducing trauma- informed, brain -based practices into their classroom and schools.
Stress Regulation Tools for Helpers: Minimizing Secondary traumatic Stress/Monday-Friday Neuro-based Practices (©2015)
As reported by the National Child Traumatic Stress Network (2011) we, as professionals working with at-risk clients, are at higher risk of experiencing daily stress, secondary traumatic stress (compassion fatigue) due to exposure to the life content of clients and increasing system stressors. This includes diminished capacity for empathy, compassion, and development of professional and health related problems (Huggard & Dixon, 2011). This workshop identifies the sources of our vulnerability and the 8 reasons why professionals fail to integrate stress regulation practices in their workplace as well as daily Monday-Friday routines. Various video segments identify the impact of stress on our nervous system cognitive functions and behavior, the long- term physiological impact and the sudden onset of psychological reactions. Participants are taken through a number of group activities to support the value of the 10 Stress Regulation practices presented and end the session with a Monday-Friday personal plan of action.
School Crisis/Trauma Teams
Team preparedness, the “Manual”, time-specific recovery interventions, crisis intervention, support for the most exposed, staff support/processing. Team briefings, critical considerations, use of social media, readiness protocols, roles and responsibilities, what past events have taught us- schools in Manhattan after 9/11, in Houston after Katrina, Sandy Hook Elementary and others; suicide intervention/post-vention, sudden death of students /staff, killing of staff, hundreds of “what if …” questions involving administrators, parents, counselors/social workers/psychologists, teachers, other staff and community members, helpful checklists/disposition forms, memorials, classroom presentations, differences in reactions to suicide vs. homicide, the days, weeks and months that follow.
Teacher/Classroom Practices In Trauma-informed Schools
Impediments to learning and regulating behavior of students in the classroom -worry, fear, anxiety, depression, trauma; American Fear Survey, ACE study, minimum of 4 ACE’s without trauma specific interventions as predictor of at- risk adolescent/adults, school drop outs.
The Anatomy of Fear, sympathetic (gas pedal)- parasympathetic (brake pedal) nervous system responses, hyper/ hypo arousal, regulation /dysregulation, reptilian brain (primal behaviors), midbrain- limbic region (feeling brain- emotional dominance), upper brain-cortex region, frontal cortex (thinking brain), corpus collasum- connector between right/left hemispheres, implicit versus explicit memory- iconic symbolization (symbolic memories defining view of self, others, the world-fear based), sensory integration/processing, neuroplasticity, repetition, building new neural pathways, talk is limited, direct transmission versus constructivist approach to teaching, mindsets-“Not what’s wrong with you but what are we not doing right?’ and happy kids learn.
Behaviors can be misleading, subjective experiences matter, private logic, experience- thoughts- behaviors; to change the behavior-change the experience; attachment, co-regulation/mirror neurons; non-verbal connections, S. O. F. T. E. N. (smile, open posture, lean forward, touch/space, eye contact, nod), seven micro- expressions, brief moments versus time out, de-escalation strategies, sandwich technique, transitions, from least restrictive to most restrictive classroom interventions, choices, PBIS, leaders will, staff will…
Classroom environmental sources supportive of learning (light, sound, color, seating options, seating arrangements, the walls, clutter, regulation materials like fidgets, etc., safe corner, resource room, the exit) the “unschool” approach, core values of respect, cooperation/ collaboration and generosity /oxytocin; stimulating/ calming activities in daily classroom schedule, self-care, Monday through Friday strategies, compassion fatigue, vicarious trauma.
Practitioners in Clinical Settings
Trauma-informed principles and practices, the environment matters, the experience matters, experiences shape our thoughts-our thoughts drive our behaviors (private logic), curiosity as the cornerstone of empathy and necessary for trauma integration, integrating curiosity into the treatment process, repressive coping, common subjective experiences of trauma, the benefits of structured drawing processes and other self-expressive modalities, the Anatomy of Fear, sympathetic (gas pedal)- parasympathetic (brake pedal) nervous system responses, hyper/ hypo arousal, regulation /dysregulation, reptilian brain (primal behaviors), midbrain- limbic region (feeling brain- emotional dominance), upper brain-cortex region, frontal cortex (thinking brain), corpus collasum- connector between right/left hemispheres, implicit versus explicit memory- iconic symbolization (symbolic memories defining view of self, others, the world-fear based), sensory based approaches, sensory integration/processing, neuroplasticity- repetition builds new neural pathways, why talk is limited, when talk fails, titration, Brief moments/ interventions, what makes sense to the survivors world, teachable moments, secondary wounding, self-induced wounding, attachments and relational interventions, the body as a resource, reframing, neuroscience, mindfulness, resilience, posttraumatic growth and trauma integration.
For further information, contact Dr. Steele at: DrBillSteele12@gmail.com