A Note From the Board
BOARD OF DIRECTORS Board Chair Jo Ann D. LoRusso, Ph.D Vice Chair Debra Dixon M.Ed. Treasurer Shantia White Secretary Reynecia Ricks Board of Directors Katie Furtado Wilbert Johnson Kristine K Johnstone bod@fhfofgno.org
As we enter the back-to-school season, a time filled with both hope and uncertainty for many of the families we serve, the Board of Families Helping Families of Greater New Orleans reaffirms our unwavering commitment to advocacy, inclusion, and meaningful support. We recognize that these are unsettling times. Families are navigating shifting educational landscapes, access challenges, and systems that often feel overwhelming or unresponsive. That’s why our mission remains clear: "to educate and connect children and adults with disabilities and special health care needs, and their families to resources, services, and supports to attend school, work, and thrive in their communities." As a board, we remain focused on strengthening our foundation and deepening our impact across the Greater New Orleans region. We are grateful for the trust placed in us and for the dedication of our staff, partners, and volunteers who continue to show up with compassion and purpose. Together with families, advocates, and community partners we remain committed to building a future where every child and family has access to the tools, resources, and support they need to thrive. With gratitude, The Board of FHFGNO
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700 Hickory Avenue | Harahan, LA (504) 888-9111 | 800-766-7736 fhfofgno.org | info@fhfofgno.org
OUR TEAM Executive Director Laura S. Nata lsnata@fhfofgno.org Ext. 2009 Leadership Team Director, Education and Support Karen Scallan kscallan@fhfofgno.org Ext. 2004 Public Relations, Manager Kristine Dauzat kdauzat@fhfofgno.org Ext. 2008 Staff Administrative Assistant Liz Dumas ldumas@fhfofgno.org Ext. 2002 Peer Support, Youth & Transition Specialist Steven Nguyen snguyen@fhfofgno.org Ext. 2012 Peer Support & Transition Specialist Maryury Templet mtemplet@fhfofgno.org Ext. 2006 Intake & Outreach Specialist Jamie Nata jnata@fhfofgno.org Ext. 2026
01. Letter from the Executive Director 02. New Roads, Strong Roots: The Power of First Steps 03. Meeting your idol IRL: Temple Grandin 04. Disability Assesment & Coordination Entity 05. Louisiana Special Education Advocacy Training for Parents 06. Executive Function Worksheet 07. Applied Behavior Analysis in Schools 08. Adapted Physical Education 09. IEP Tip Sheet for Parents: An Overview of the IEP 10. CONSEJOS CLAVES SOBRE EL PROGRAMA INDIVIDUALIZADO DE EDUCACIÓN (IEP) PARA PADRES DE FAMILIA 11. OSEP SPANISH GLOSSARY 12. Louisiana Family to Family Health Information Center (F2F HIC) Empowering Families Through Knowledge and Support 13. Trauma Sensitive Approaches for Home & School Video 1 Fact Sheet: Understanding Trauma 14. Enfoques Sensibles al Trauma para el Hogar y la Escuela Video 1 Hoja informativa: Entendiendo el trauma 15. Trauma Sensitive Approaches for Home & School Video 2 Fact Sheet: Responding to Trauma 16. Enfoques sensibles al trauma para el hogar y la escuela. Video 2 Hoja informativa: Respondiendo al trauma 17. Trauma Sensitive Approaches for Home & School Video 3 Fact Sheet: Building Trauma-Sensitive Schools 18. Enfoques sensibles al trauma para el hogar y la escuela Video 3 Hoja Informativa: Construyendo escuelas sensibles al trauma 19. ELOPMENT STRATERGIES FOR PREVENTION AND PROTECTION
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Dear Families, As another school year begins, I want to extend a warm welcome to all the new families joining our community. Whether you’re preparing for your child’s first IEP meeting, navigating evaluations, or just trying to understand what special education means, please know this: you are not alone! At Families Helping Families of Greater New Orleans, we believe in the power of first steps. If this is the first time you speak up at your child's meeting, or the first time your child gets accommodation that helps them thrive, or even if you find another parent who simply understands, know that these are the experiences that matter. They are not just steps forward, but rather roots being planted. Starting to navigate special education can feel like stepping into an unfamiliar space. You will get to hear many acronyms, will experience many emotions, and even some fear, but there is also strength in those moments. There is a community with remarkable individuals, like our staff, who are here to guide you every step of the way. This issue of Exceptional Times is designed with new families like yours in mind. It includes tools, stories, and reminders that your voice matters and your journey is worthy of support. We’ve walked this road ourselves, and now, we walk it with you. You are your child’s best advocate, and every step you take on this path builds a stronger, more inclusive future not just for your family but for others, too. So, take a deep breath. You are not alone; we are here to help you navigate your unique journey. Ask and seek answers, celebrate every small win, and share your story. And remember to continue to educate yourself. Be patient with the process, practice self-care to build resilience. You got this! We know with the necessary tools you’re going to do great! With encouragement and care, Laura S. Nata, Executive Director Families Helping Families of Greater New Orleans
By Laura S. Nata, Executive Director
Letter from the Executive Director
New Roads, Strong Roots : The Power of First Steps
If your child has a School Health Plan, don’t forget to update your health plan with any serious conditions iike severe allergies, diabetes, with an action plan explaining the steps the school should take in case of an emergency. If your child needs a safety plan due to elopement or experiencing urges to self-harm, the plan can include warning signs, coping strategies, and a list of people they can contact for support.
Here are some suggestions for your use to prepare as reference: Let’s begin with creating a record-keeping binder to keep everything in order. We have prepared a Recordkeeping System for Families for you. The direct link to the document is here. Nothing better than having everything in one place, at your fingertips wherever needed. We have what we call “A GET TO KNOW ME GUIDE” which is a way to do a brief, positive introduction of your child for their new teacher(s), highlighting their strengths and strategies that work well for them. Go to https://fhfofgno.org/resources. Scroll down and look over the guide. Whether you're beginning this journey or not, check out the over 100 live webinars and trainings we produce annually and our recorded webinars at the links below. FHF Webinar Schedule FHF Webinar Recordings FHF Mini Trainings FHF Webinar in Spanish
Let’s begin with what is an IEP and what is its purpose?
Let’s begin with what an IEP is and what its purpose is. So, an IEP is an Individualized Education Program, a legally binding document developed by a team at your child’s school, and yourself, to provide the support, services, and specialized instruction to the child with an identified disability or delay that impacts their learning.
It is necessary to pull out and review the current IEP: Check to see when the IEP anniversary date is and remind your teacher a month before due date. So, both can plan a meeting with the IEP committee, which typically includes the parents, at least one regular and one special education teacher, a school district representative, and someone who can interpret evaluation results. The parent can invite her child to attend, along with other specialists or advocates that can provide additional Insight into the child. So, how do we prepare for an IEP meeting? You can begin by familiarizing yourself with the IEP document, including the annual goals, accommodations, and related services. Make sure you understand the purpose of the IEP, how it is developed, and how it is implemented. Don’t hesitate to reach out to the school or IEP team for questions or in need of clarification about your child‘s Individualized Education Program (IEP). Continue the communication and always follow up in writing.
So, if your child doesn't qualify for an Individualized Education Program (IEP), they may still be eligible for a 504 plan. Click here to learn what the difference is https://www.understood.org/en/articles/the-difference-between-ieps-and-504-plans
One last piece of information. Our website offers many valuable resources and weekly Exceptional Times; our quarterly digital magazine, filled with great articles and information at https://fhfofgno.org/resources. We are also very active on social media on FHF Facebook, Instagram, and in our closed Facebook group LAdisABILITY Talk, a place where you can ask questions to a group of other parents like you.
Don’t forget to build a strong support network, reach out when in doubt or in need of more assistance on navigating the educational system, no matter where you are. Word of advice, you will need to learn to find peace and purpose to avoid burning out within the demands of extraordinary parenthood of a child with a disability and health care needs.
It outlines the special education instruction, supports, and services a student needs to thrive in school, ensuring they have the same opportunities as their peers. Now that we know the purpose of an IEP program, it levels the playing field for students with disabilities by providing them with the necessary support and services to participate in and benefit from their education alongside their non-disabled peers.
To take a deep dive in learning about the IEP, view Navigating the IEP 4 Part Series. https://fhfofgno.org/training-calendar/archived-trainings
Autistic advocate, Professor Temple Grandin spoke to a captivated crowd of caregivers and therapeutic professionals in New Orleans on August 20, 2025
A Cautionary Tale When Temple Grandin was diagnosed as a toddler, Autism did not have standardized diagnostic criteria. Her Autism diagnosis followed misdiagnosis of childhood schizophrenia. Her father and care team recommended she be institutionalized, but her mother refused. The barriers she and her mother overcame together are the reason for this outcome. It is not a footnote in her journey, but the precise reason she was standing before me as a 79 year old Autistic role model. I was spellbound at her complete authenticity, while unapologetically offering her lived expertise without judgement or division. She encouraged us to find what motivates our children and encourage them to find hobbies and/or jobs to progress toward independence. She said her path to a successful career as a speaker started with selling goods at an early age, despite not speaking until she was 5 years old. The world she bloomed in is no longer, for good and bad. We do not have paper routes or communities that encourage youth to be independent. However, we have more therapeutic options Temple ever had access to by far. Autism prevalence was not tracked until decades later. In the four years since my toddler was diagnosed, the rate of Autism has increased from 1:52 to 1:31. And, the internet can bridge the gap between families who feel like they are on a stranded island of exceptionality. She warned us that artificial intelligence is eclipsing vital practical work like mechanics and all trades labor. She demonstrated this irony with a photo of a broken elevator at NASA. The crowd chuckled, while I realized that this golden age of Autism awareness and therapeutic interventions could also be stunting us further. A week later, I saw a boy no older than my 3rd grade child riding his bike home from my child’s school. I contemplated trailing him home, but remembered Temple Grandin’s wise words that heralded a simpler time for childhood development. While monitoring if the child crossed the intersection successfully, I nearly rear-ended the stopped car in front of me. That jolt didn’t stop me from worrying where his book bag was left behind. The traffic light changed and I progressed to my next destination, my Autistic son. The pendulum has to swing back the other way eventually. I thought of how hard Temple Grandin’s mother had to fight to maintain her custodial right. I thought about how emphatically she encouraged her audience to get our children out of their comfort zones. After I picked up my son, I drove to the post office. My son was unable to handle the transitional demand of going inside. So, I summoned Temple’s Midwestern gumption and handed the stack of stamped envelopes with new school pictures tucked inside to my older Autistic child. I asked if she remembered what the inside looked like. Then, I described the wall with metal handles chipped with paint. I warned her that there were 2 or 3 slots and she could decide which lever to pull. I told her to not talk to anyone and come right back. Twenty seven seconds and two exiting visitors later, my Autistic daughter returned without the envelopes without incident. She carefully surveyed the parked car’s distance as she opened her door. I paused before asking her how it went. She reported while she buckled herself, “something weird is going on in the post office. The metal gate is closed, but I could hear banging and clanging behind the wall.” I wished I would’ve warned her the metal lever can screech if you pull it too hard. I wondered if the metallic odor lingered on her palm. I worried that she may be averse to touching it again…and that this was a fleeting victory for both of us. I exhaled and explained that “while the window was not open for business, the workers are still working hard to do their work. You just can’t see it. That’s why they have the slots for people who come late like we did.” Katie Pellerin Furtado is an Autism mother and advocate, serving on the Board of Families Helping Families of Greater New Orleans and the Jefferson Parish Developmental Disabilities Regional Advisory Council. She cohosts a local Sisterhood Circle for Labeled and Loved supporting mothers of children with medical diagnoses. She also promotes Autism awareness and inclusion on her Instagram advocacy page SPECtacular_Moms. Books by Temple Grandin
I had to be there to see her for myself, not just on a TV screen or on a dust cover jacket. This has to be the only time I will ever have this privilege to be in her aura. Other spectacular moms had wanted to join me, but it was a school night, they didn’t have a sitter, or they couldn’t justify the ticket price. A gospel singer sang a joyous rendition of Bob Marley’s “Don’t Worry About a Thing” and “When the Saints Go Marching In” while the crowd filed in the Grace and Glory church in the Irish Channel. When I reached her table, I gushed to my friend, “this is like the Autistic Eras Tour!” I handed her two books and requested she personalize her children’s books with my kid’s names. When she paused, I hoped this was not an unusual or improper request. She said she couldn’t hear the letters, so I gave her the NATO Phonetic spellings (Foxtrot, Uniform, Romeo). She was surprised I knew the language of the skies. She didn’t know how I heard it when my aviator and suspected Autistic grandfather spoke on the telephone anytime he ordered po-boys or made a dinner reservation. I instinctively asked her if she wanted me to request they lower the volume. How the speakers be so loud for an Autism talk confused me until she said, “I don’t have a problem with loud noise.” In that exchange, accommodations were second nature to both of us. She asked for clarification and I adjusted my message so she could understand without frustration. It was easy because we wanted to communicate without fear of being misunderstood. It also showed how my keen awareness to stimuli is sometimes not an issue like it is for my children. What I experienced that evening felt like Temple Grandin gave me a spiritual tide to ride back to shore where other families have always been enjoying each other. As special needs parents, we all spend our days and nights running cost/benefit analysis of therapies schedules, screen time, community outings, and aversions in real time, while also parenting. It is rare to hear from a successful woman, who was once just like our exceptional child. It is even more precious to be amongst so many parents like yourself, particularly in a church setting. When she said, “if your child is not talking by three years old, thirty minutes of speech therapy a week is just not enough,” I could not control my “Amen!” In any other setting, I would have been more embarrassed because I spoke out of turn or because no one matched my enthusiasm. I didn’t absorb any embarrassment because I knew I was amongst parents in my “reason and season”. She encouraged us to “go out in the community with your kid. Take them to the store. Engage in church play.” I immediately I thought of my own Autistic children who were not afforded these opportunities during the height of Covid, which coincided with their most crucial developmental years. And, sitting in this church pew would be unattainable for most of our children today for various reasons that are all rooted in not being able to be just who God made them to be everywhere. A Cautionary Tale When Temple Grandin was diagnosed as a toddler, Autism did not have standardized diagnostic criteria. Her Autism diagnosis followed misdiagnosis of childhood schizophrenia. Her father and care team recommended she be institutionalized, but her mother refused. The barriers she and her mother overcame together are the reason for this outcome. It is not a footnote in her journey, but the precise reason she was standing before me as a 79 year old Autistic role model. I was spellbound at her complete authenticity, while unapologetically offering her lived expertise without judgement or division.
Meeting Your Idol IRL Temple Grandin by Katie Pellerin Furtado
Emergencies may disproportionately impact people with disabilities. As a person with a disability, you may experience additional barriers during an emergency. That is why it is so important for you to prepare for emergencies. As you prepare, consider how you can meet your needs during an emergency. It is important to be prepared because you may not have access to first responders or healthcare professionals during an emergency. This video can also be viewed at:
Preparedness for All: Emergency Planning for People with Disabilities
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Applied Behavior Analysis in Schools
Welcome to the 3rd Edition of the OSEP Glossary of Spanish Translations of Common IDEA Terms. Our first edition resulted from a year-long collaboration among a group of experienced translators from parent centers who worked with families with children with disabilities representing the majority of Spanish speaking cultures in the western hemisphere and also Spain. That edition included some 200 plus terms, primarily from IDEA Part B. In developing the 3rd Edition, the review panel analyzed and added new terms that were not included on the first two editions to reflect our common use of digital terminology and other terms. This edition also included an appendix with terms related to the transition to adult life.
Trauma Sensitive Approaches for Home and School videos– produced by Formed Families Forward as part of our work with the Virginia Tiered Systems of Supports project. Under 10 minutes in length, each video provides an introduction to critical trauma content. The videos include: 1) Understanding Trauma 2) Responding to Trauma 3) Building Trauma-Sensitive Schools 4) Trauma Training Videos & Fact Sheets: Trauma Sensitive Approaches for Home and School Three fact sheets are designed to support the Trauma Sensitive Responses at Home and School video series. Individual Fact Sheets are available as separate documents, and all three fact sheets in one document. Accessible text versions of all fact sheets are also available in English and Spanish. Trauma Sensitive Approaches for Home & School Video 1 Fact Sheet: Understanding Trauma What is Trauma? Trauma refers to experiences that cause intense physical and psychological reactions to stress. It can refer to a single event, multiple events, or a set of circumstances that are physically and/or emotionally harmful or potentially harmful and result in lasting adverse effects on an individual’s physical, social, emotional, or spiritual well-being. What is Traumatic Stress? Child traumatic stress includes reactions resulting from exposure to one or more traumas over the life course. These reactions persist and affect a child’s daily life even after the events have ended. The stress experience may overwhelm a child’s ability to cope with daily demands. Responses and symptoms vary but may be more evident when the child is reminded in some way of the traumatic event(s). Signs of Trauma Reactions to trauma can include a variety of responses, signs, or symptoms, including: Loss of appetite or overeating Unexplained irritability or anger School avoidance Fixation on certain events Problems focusing on projects, schoolwork, & conversations Regression or loss of skills Too much or too little sleep; nightmares High levels of worry, trouble with change, or a high level of feeling unsafe Angry outbursts, high levels of emotions, or poor focus Disruptive, disrespectful, sullen, withdrawn, avoidant, or anxious behaviors Physical symptoms, such as aches and pains Problems relating to others or forming attachments Older children may abuse drugs or alcohol & behave in risky ways
Welcome to the Family to Family Health Information Center (F2F HIC) of Louisiana At the heart of our mission lies a profound commitment: to arm families with information, training, and resources so they can advocate for enhanced health services and outcomes for their children.
Who We Are & Where We're Located We proudly operate under the auspices of Bayou Land Families Helping Families, a key initiative of the Louisiana Developmental Disabilities Council. Our center stands as a beacon of support for families with children or adults with special health care needs and professionals. Program Supervisor: Trinity Cole Address: 286 Hwy. 3185, Thibodaux, LA 70301 Phone: (985) 447-4461 Email: tcole@blfhf.org Website: http://www.blfhf.org/ Our Services and Support The Family to Family Health Information Center offers specialized services and support for Children and Youth with Special Health Care Needs and their Families, spanning ages 0-26. Our offerings include: Empowering parents and transitioning youth with skills for proactive partnership with medical professionals. Facilitating families' navigation through health care challenges and financing complexities. Outreach through health fairs to raise awareness about community programs and services. Conducting training sessions on services, resources, and advocacy for superior health care services in our state. Statewide Outreach, Localized Support Our collaboration extends beyond our immediate premises. Through our partnership with Families Helping Families Resource Centers across the state, we ensure that Louisiana's Family to Family Health Information Center reaches you right in your own backyard. Your Information Specialists Our specialists, parents of children or youth with special health care needs, are not just professionals – they resonate with the experiences, challenges, and aspirations of families with special health care needs. Their lived experiences make them an invaluable resource for understanding and addressing your concerns. A National Network of Support Our efforts are part of a larger network. Family-to- Family Health Information Centers (F2Fs) function as family-led organizations supporting families of children with special health care needs. This initiative receives robust support from the Family Voices through the Family Engagement and Leadership in Systems of Care grant, funded until 2028 by the Health Resources and Services Administration (HRSA) Maternal Child Health Bureau. Furthermore, the Maternal and Child Health Bureau (MCHB) sponsors F2Fs not just in our state, but across the nation, encompassing every state, the District of Columbia, five US territories, and dedicated F2Fs serving American Indians and Alaska Natives. This cohesive network ensures that CYSHCN and their families receive comprehensive support, irrespective of their location. Connect with Us For more information, or to locate an Information Specialist in your region, please reach out using the contact information provided above or to your local Families Helping Families Center. We're here to guide, assist, and walk alongside you in your journey.
Trauma Training Videos & Fact Sheets: Trauma Sensitive Approaches for Home and School
¿Qué es el trauma? El trauma se refiere a experiencias que causan intensas reacciones tanto físicas como psicológicas al stress. Puede referirse a un solo evento, múltiples eventos o aun conjunto de circunstancias que son física y /o emocional o potencialmente dañinas y dan como resultado efectos adversos durando mucho tiempo en la salud física, social, emocional o espiritual de un individuo. ¿Qué es el estrés traumático? El estrés traumático infantil incluye reacciones ocasionadas al haber sido expuesto a uno o más traumas a lo largo de la vida. Estas reacciones persisten y afectan la vida diaria de un niño incluso después de que los eventos hayan terminado. La experiencia de estrés puede abrumar la capacidad de un niño para hacer frente a las tareas diarias. Las respuestas y los síntomas varían, pero pueden ser más evidentes cuando se le recuerda al niño de alguna manera el evento o eventos traumáticos. Signos de trauma Las reacciones al trauma pueden incluir una variedad de respuestas, signos o síntomas, entre ellos: Pérdida de apetito o comer en exceso Irritabilidad o ira inexplicables Evasión escolar Fijación en ciertos eventos Problema para concentrarse en proyectos, tareas escolares y conversaciones. Regresión o pérdida de habilidades Dormir demasiado o muy poco, pesadillas Alto nivel de preocupación, problemas con los cambios, o un alto nivel de sentirse inseguro Arrebatos de ira, alto nivel de emociones, o mala concentración Comportamiento perturbadores, irrespetuoso, descortés, retraído, evasivo, o comportamientos ansiosos Síntomas físicos, como dolores y molestias Problemas para relacionarse con otros o formar vínculos Los niños mayores pueden abusar de las drogas o el alcohol y comportarse de manera riesgosa
Understanding Trauma
Adverse Childhood Experiences (ACEs) The initial ACE study, by the Centers for Disease Control and Kaiser Permanente, identified an association between 10 experiences of childhood maltreatment and later problems with adult health and well-being. The study uses the ACE score, a total count of the number of adverse childhood experiences reported by respondents, to assess the total amount of stress during childhood. The greater the number of ACEs, the greater the risk for the following problems later in life including alcoholism, depression, multiple sexual partners, suicide attempts, smoking and liver disease among other negative health related issues. Ultimately, this study showed the direct link between childhood trauma and poor health outcomes in adulthood. ACEs are important because they trigger the fight, flight, or freeze response, which can lead to negative internalizing emotions and externalizing behaviors. The 10 ACEs defined by the study are: Physical abuse Sexual abuse Verbal abuse Physical neglect Emotional neglect Losing a parent to divorce, separation, or other reason Witness a mother abused A family member who is: Depressed or diagnosed with another mental illness Addicted to alcohol or another substance In prison Trauma's Impact On School When children who experience trauma and traumatic stress operate in a fight, flight, or freeze mode, they may have trouble meeting the demands of school. Teachers and other school staff may see big, acting-out behaviors. Some children may ‘fly under the radar’ and use avoidant behaviors. Each child’s response to trauma is unique. Educators should look behind the behaviors to determine the student’s needs. Instead of asking "What's wrong with you?", a more constructive question is “What’s happened to you?”
Causes/Kinds of Trauma Natural disasters Sexual abuse Physical abuse Domestic violence School violence Neglect and deprivation Traumatic grief Accidents Medical injury, illness, or procedures Loss of a parent/caregiver Exposure to community violence or terrorism Types of Trauma Acute Chronic Complex Systemic System Induced
Enfoques Sensibles al Trauma para el Hogar y la Escuela Video 1 Hoja Informativa
Did you know that reading to your baby from birth can have a profound impact on their development? While newborns might not understand the words just yet, the act of reading to them nurtures their brain, strengthens your bond, and lays the foundation for early language skills. Here's why this practice is so important and how you can make it a special part of your daily routine.
Experiencias Adversas de la Infancia (ACEs) El estudio inicial de ACE, realizado por los Centros para el Control de Enfermedades y Kaiser Permanente, Identifico una asociación entre 10 experiencias de maltrato infantil y problemas posteriores con la salud y el bienestar de los adultos. El estudio utiliza la calificación realizada por ACE, un conteo total de la cantidad de experiencias adversas en la infancia reportadas por los encuestados, para evaluar la cantidad total de estrés durante la infancia. En cuanto mayor sea el número de ACE, mayor es el riesgo de sufrir los siguientes problemas más adelante en la vida, como alcoholismo, depresión, múltiples parejas sexuales, intentos de suicidio, tabaquismo y enfermedad hepática entre otros problemas negativos relacionados con salud. Finalmente, este estudio demostró el vínculo directo entre el trauma infantil y los malos resultados de salud en la edad adulta. Experiencias Adversas de la Infancia (ACEs) son importantes porque desencadenan la respuesta de lucha, huida o congelación, lo que puede conducir a resultados negativos internalizando las emociones y externalizando comportamientos. Los 10 ACEs definidos por el estudio son: Abuso físico Abuso sexual Abuso verbal Negligencia física Negligencia emocional Perder a un padre por divorcio, separación u otra razón. Ser testigo de una madre maltratada Un miembro de la familia que esta: Deprimido o diagnosticado con otra enfermedad mental. Adicto al alcohol u otras sustancias. En prisión. Impacto del trauma en la escuela Cuando los niños experimentan traumas y estrés traumático demuestran una forma de pelea, huida o congelación, ellos pueden tener problemas para cumplir las demandas de la escuela. Los maestros y otros miembros del personal de la escuela pueden ver grandes comportamientos actuados. Algunos niños pueden pasar desapercibidos y usar comportamientos evasivos. La respuesta de cada niño al trauma es única. Los educadores deben mirar más allá de los comportamientos para determinar las necesidades del estudiante EN LUGAR DE PREGUNTAR “¿Que pasa contigo?“ Se debería usar una pregunta más constructiva "¿Que te ha pasado?“
Causas y tipos de trauma: Desastres naturales Abuso sexual Abuso físico Violencia domestica Violencia escolar Negligencia y privación Trauma al dolor Accidentes Lesiones médicas, enfermedades y procedimientos Perdida de un padre, o cuidador Exposición a la violencia comunitaria o al terrorismo Tipos de Trauma Agudo Crónico Complejo Sistémico Inducido por el sistema
How Trauma Impacts Learning Children and youth who have experienced trauma are often preoccupied with their physical, emotional and psychological safety.. They may also have deficits in processing social cues and identifying their feelings in socially appropriate ways. Trauma can limit a child's ability to: Complete tasks Organize, understand, and remember information Concentrate and sustain attention Manage attention, emotions, and behavior Shift and transition to new activities and demands Look Behind the Behaviors Often adults observe confusing and concerning behaviors in children and youth who have experienced trauma or traumatic stress. These behaviors may not seem logical or proportional to the situation. It is really important to consider the function of the behaviors. Ask: What is the child trying to gain or avoid? What is the underlying need? Your response matters! ARC Framework for Addressing Trauma Impact Attachment: Building a trusting relationship between a child or youth and caring adult Self-Regulation: Identifying emotions and learning how to express and cope with them Competency: Strengthening resilience by building skills to help children and youth cope with trauma and change Building Connections Prevents Problems When presented with challenging tasks and transition, a child or youth may respond with disruptive, disrespectful or disengaged behaviors. A child’s trauma history may interfere with his or her ability to meet expectations at home and school, and create obstacles in relationship development. Creating a strong relationship of trust and respect can ease anxieties, convene a sense of safety and prevent small concerns from turning into big behavior problems. Adults can take simple actions to build attachments, strengthen relationships, and prevent problems: Make positive and specific acknowledgement Use active listening and reciprocity in conversation Follow through with your word and promises Establish clear and reasonable expectations and consequences Apply a compassionate understanding of a child’s strengths and deficits Fostering Self Regulation Children learn to cope with the challenges of life by practicing the skill of self-regulation through failures and successes. Students need guidance in learning how to regulate emotions and behaviors, and opportunities for practicing self-regulation. Adults can support development of self-regulation skills over time:• Use affective statement (for example, using “I” messages) to identify the cause and effect relationship between their actions and the impact on their relationships with others. Focus on consistency and reciprocity to help build strong relationships. Assist children and youth in learning to identify their emotions and manage their behaviors. Teach strategies for coping with stress and strong emotions. Partner with children and youth to solve behavioral issues. Listening to their ideas helps them feel empowered. Watch for your own triggers! Empower children and youth to develop resiliency; increase opportunities for choice and building decision making skills. Strategies Look at the need behind the behavior The approach must be clear, consistent, reinforced, and promote a sense of safety Focusing on relationships is essential Listening to students builds relationships Naming emotions helps in understanding and managing them When a child's behavior is saying "I won't," he or she may mean "I can't."
Trauma Sensitive Approaches for Home and School Video 2 Fact Sheet: Responding to Trauma
Entendiendo el Trauma
Enfoques sensibles al trauma para el hogar y la escuela. Video 2 Hoja informativa: Respondiendo al trauma
¿Cómo el trauma afecta el aprendizaje? Los niños y jóvenes que han sufrido traumas a menudo están preocupados por su seguridad física, emocional y psicológica. También pueden tener deficiencia en el procesamiento de señales sociales e identificar sus sentimientos de maneras socialmente apropiadas. El traumatismo puede limitar la capacidad de un niño para: Completar tareas. Organizar, entender y retener información. Concentrar y mantener la atención. Manejar la atención, las emociones y el comportamiento. Cambio y transición a nuevas actividades y demandas. Marco para abordar el impacto del trauma. Adjunto: Construir una relación de confianza entre un niño o joven y un adulto. Autorregulación: Identificar las emociones, aprender cómo expresarlas y hacerles frente a ellas. Competencia: Fortalecimiento de la resiliencia mediante el desarrollo de habilidades para ayudar a los niños y jóvenes a hacer frente a los traumas y el cambio. Fomentar la autorregulación los niños aprenden a hacer frente a los desafíos de la vida practicando la habilidad de la autorregulación a través de fracasos y éxitos. Los estudiantes necesitan orientación para aprender cómo regular las emociones, los comportamientos, y oportunidades para practicar la autorregulación. Los adultos pueden apoyar el desarrollo de habilidades de autorregulación con el paso del tiempo. Utilizar instrucciones afectivas (por ejemplo, utilizando "Yo" mensajes) para identificar la relación de causa y efecto entre sus acciones y el impacto en su relación con los demás. Enfoque en la consistencia y la reciprocidad para ayudar a construir relaciones sólidas. Ayudar a los niños y jóvenes en aprender a identificar sus emociones y manejar sus comportamientos. Enseñar estrategias para hacer frente al estrés y las emociones fuertes. Asociarse con niños y jóvenes para resolver problemas de comportamiento. Escuchando sus ideas les ayuda a sentirse con más fortaleza. Cuidado con tus propios detonantes! Fortalecer a los niños y jóvenes para que desarrollen resiliencia; aumentar las oportunidades de elección y desarrollar habilidades para tomar decisiones. Mirar detrás de los comportamientos A menudo, los adultos observan comportamientos confusos y preocupantes en niños y jóvenes que han experimentado traumas o estrés traumático. Estos comportamientos pueden no verse lógicos o proporcionales a la situación. Es muy importante considerar la función de los comportamientos. Pregunta: ¿Qué está el niño tratando de ganar o evitar? ¿Cuál es la necesidad subyacente? Tu respuesta es importante. Cuando se construyen conexiones se previenen problemas Cuando se presentan tareas y cambios desafiantes, un niño o joven puede responder con conductas problemáticas e irrespetuosas, la historia del trauma de un niño puede interferir con su capacidad para cumplir con las expectativas en el hogar, la escuela, y crear obstáculos en el desarrollo de relaciones. Si se crea una fuerte relación de confianza y respeto se pueden aliviar las ansiedades, convocar una sensación de seguridad y evitar que pequeñas preocupaciones se conviertan en grandes problemas de conducta. Los adultos pueden tomar acciones simples para crear anexos, reforzar las relaciones y prevenir problemas: Hacer reconocimiento positivo y específico. Utilizar la escucha activa y la reciprocidad en la conversación. Cumplir con tu palabra y las promesas. Establecer expectativas claras y razonables para las consecuencias. Aplicar un entendimiento compasivo a las fortalezas y también la deficiencia de un niño. Estrategias Mirar la necesidad detrás del comportamiento El enfoque debe ser claro, coherente, reforzado y promover una sensación de seguridad Centrarse en las relaciones es esencial Escuchando a los estudiantes se construyen buenas relaciones. Nombrar las emociones ayuda a entenderlas y trabajarlas. “Cuando el comportamiento de un niño está diciendo "No lo haré" puede significar "no puedo"
Trauma Sensitive Approaches for Home & School Video 3 Fact Sheet: Building Trauma-Sensitive Schools
Schools using multi-tiered systems of supports (ex.: Virginia Tiered Systems of Supports/VTSS) recognize the importance of strengthening academic, social- emotional, and behavioral skills, so that children and youth are ready to meet high expectations at school, at home and in the community. Core Trauma-Informed Care Values Safety – Ensuring physical, emotional, behavioral and academic safety. Remember a student’s perception of safety is what matters to them. Predictability and routine can contribute to a sense of safety. Trustworthiness – Conveying honesty and truthfulness. Examples of adults behaviors that show trustworthiness to students include being reliable and consistent, making tasks clear, and maintaining appropriate boundaries. Everyone must be treated with dignity and respect. Choice – Maximizing student and family choice. Student choices and a sense of control. For persons impacted by trauma who have lost control, having even small choices can feel reassuring and empowering. At school, opportunities for choice and shared decision-making can be integrated into academic and non-academic activities. Collaboration – Partnering of adults and students to solve problems and share power. Educators can help students and families be aware of and take opportunities to collaborate. Collaboration between school staff is especially critical in trauma-sensitive schools. Empowerment – Ensuring students recognize they are capable of change and they have opportunities to practice and be acknowledged for using problem solving skills. Schools empower by meaningfully including families and students in decision-making; adopting a strengths-based perspective that recognizes capabilities of all students; and embedding skill development throughout the school day. What is Social-Emotional Competence? There are five core skills critical to a child’s social emotional growth: Self-awareness – the ability to recognize your emotions and understand the link between thoughts, emotions and behaviors Self-management – the ability to regulate one’s emotions, thoughts and behaviors Social awareness – the ability to understand other’s perspectives and demonstrate empathy. Relationship skills – the ability to build and maintain healthy relationships Responsible decision making – the ability to make positive choice in behavior and interactions with others Social emotional competencies help children: Persist during challenging tasks Ask for help when needed Consider the consequences of their actions Children who are taught social-emotional skills experience greater educational, career and relationship success. School/Family Collaboration is Key Share positive information with each other, in addition to concerns/problems Focus on child and family strengths Meaningfully engage families in school decision-making Open communication Listen to families; Build trust Keep all communications respectful and child-focused Reserve judgment re: parenting or teaching approaches Restorative Practices Restorative practices promotes inclusiveness, relationship-building, and problem-solving through the use of circles for teaching conflict resolution. In contrast to traditional, reactive punishments which rarely teach new skills, schools using restorative practices encourage students to reflect on and take responsibility for their actions and take steps to repair and harm they may have caused. Restorative practices help students and teachers develop stronger relationships through a deeper sense of understanding and empathy for one another. Strategies Consider needed social, emotional, behavioral and academic supports Establish feelings of safety to support relationships Show genuine interest to build trust and strengthen relationships Maintain trust to support learning and understanding Let emotions calm before engaging the student Give choice in the school day to support empowerment Give voice and choice to promote trust and empowerment Foster open communication between home and school Build on student strengths Offer supports to families to build resiliency
Enfoques sensibles al trauma para el hogar y la escuela Video 3 Hoja Informativa: Construyendo escuelas sensibles al trauma
Las escuelas que utilizan sistemas de apoyo de varios niveles (Virginia Tiered Systems of Supports/VTSS) reconocen la importancia de reforzar las habilidades académicas, socioemocionales y de comportamiento, para que los niños y jóvenes estén listos a cumplir con las altas expectativas en la escuela, en el hogar y en la comunidad. ¿Qué es la Competencia Socio Emocional? Hay cinco habilidades básicas y críticas para el crecimiento social y emocional de un niño: Autoconciencia - La capacidad de reconocer sus emociones y entender el vínculo entre pensamientos, emociones y comportamientos. Autonomía Personal - La capacidad para ordenar sus propias emociones, pensamientos y comportamientos. Entendimiento Social - La capacidad de comprender las perspectivas de los demás y demostrar empatía. Técnicas de Relaciones Personales - La capacidad de construir y mantener relaciones saludables. Tomar Decisiones Responsable - La capacidad de tomar decisiones positivas tanto en el comportamiento como en las interrelaciones con otros. La Colaboración Entre la Escuela y la Familia es la Clave Compartir información positiva entre sí, además de preocupaciones y problemas. Enfocarse en la fortaleza del niño y la familia. Involucrar significativamente a las familias en la toma de decisiones escolares. Comunicación abierta Escuchar a las familias; Generar confianza. Mantener todas las comunicaciones respetuosas y centradas en los niños Reserve su juicio con respecto a la crianza o la enseñanza de las familias hacia sus hijos. Prácticas restaurativas Las prácticas restaurativas promueven la inclusión, la creación de relaciones y la solución de problemas mediante el uso de círculos para enseñar la solución de conflictos. A diferencia con el castigo tradicional y que rara vez enseña nuevas técnicas, las escuelas que utilizan practicas restaurativas animan a los estudiantes a reflexionar, asumir responsabilidad por sus acciones y tomar medidas para reparar el daño que puedan haber causado. Las practicas restaurativas ayudan a los estudiantes y maestros a desarrollar relaciones más fuertes a través de un sentido más profundo de comprensión y empatía entre sí.
Valores Fundamentales de la Atención Basada en el Trauma Seguridad - Garantizar la seguridad física, emocional, conductual y académica. Recuerde que la percepción de seguridad de los estudiantes es lo que les importa. La previsibilidad y la rutina pueden contribuir a una sensación de seguridad. Confiabilidad - Transmitir honestidad y veracidad. Algunos ejemplos de comportamientos de adultos que muestran confiabilidad a los estudiantes incluyen ser confiables y consistentes, dejar las tareas claras y mantener límites apropiados. Todos deben ser tratados con dignidad y respeto. Elección - Maximizar las opciones del estudiante y las familias. Elecciones de estudiantes y sentido de control. Para las personas afectadas por el trauma que han perdido el control, tener incluso pequeñas opciones puede resultar confortante y poderoso. En la escuela, las oportunidades de elección y toma de decisiones compartidas pueden integrarse en actividades académicas y no académicas. Colaboración - Asociación de adultos y estudiantes para resolver problemas y compartir el poder. Los educadores pueden ayudar a los estudiantes y a las familias a estar al tanto y aprovechar las oportunidades para colaborar. La colaboración entre el personal de la escuela es especialmente crítica en las escuelas sensibles al trauma. Empoderamiento - Asegurar que los estudiantes reconozcan que son capaces de cambiar y tienen oportunidades para practicar y ser reconocidos por el uso de habilidades de solución de problemas. Las escuelas se fortalecen al incluir significativamente a las familias y a los estudiantes en la toma de decisiones; adaptar una perspectiva basada en otorgar que se reconozca las capacidades de todos los estudiantes; e incorporar el desarrollo de habilidades durante todo el día escolar. Dar voz y opciones para promover la confianza y el empoderamiento Fomentar la comunicación abierta entre el hogar y la escuela. Construir sobre las fortalezas de la escuela. Ofrezca apoyo a las familias para aumentar la resiliencia. Fortalecimiento del Compromiso Familiar en Sistemas de Apoyo por Niveles en Virginia Esta hoja informativa está diseñada para complementar tres videos de Participación Familiar de VTSS, producidos por Formed Families Forword, socio familiar del proyecto VTSS. Los videos presentan la voz del educador y de las familias para ofrecer consejos prácticos, para construir relaciones más sólidas entre las familias y las escuelas. El compromiso familiar se define en las creencias, actitudes y actividades de las familias para apoyar el aprendizaje de sus hijos. Los beneficios de la participación familiar en las escuelas están bien documentados a través de la investigación e incluyen: un mayor nivel de rendimiento académico (a través de los niveles de SES, raza/etnicidad o educación de los padres) mejorando la asistencia, mejorando la autoestima y menos problemas disciplinarios. Las asociaciones significativas entre la familia y la escuela son fundamentales para los esfuerzos escolares por mejorar los resultados de todos los estudiantes.