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Safe Schools & Communities Resources
This collection includes resources for improving school climate, health, safety, and connectedness.  For other education-related resources, please visit the Educator Resource tab on http://EduResearcher.com.  For upcoming events and community resources specific to Santa Clara County, check out: http://bit.ly/community_connections
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Collaborative for Academic, Social, and Emotional Learning // casel.org

Collaborative for Academic, Social, and Emotional Learning // casel.org | Safe Schools & Communities Resources | Scoop.it

"Collaborative for Academic, Social, and Emotional Learning (CASEL) is the nation’s leading organization advancing the development of academic, social and emotional competence for all students. Our mission is to help make evidence-based social and emotional learning an integral part of education from preschool through high school. Through research, practice and policy, CASEL collaborates to ensure all students become knowledgeable, responsible, caring and contributing members of society."


http://www.casel.org


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Monica S Mcfeeters's curator insight, December 5, 2014 11:36 AM

These are goals parents, communities and educators at all levels should strive to acheive. 

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(T2) Trauma Transformed: Connecting Communities with Compassionate Systems

(T2) Trauma Transformed: Connecting Communities with Compassionate Systems | Safe Schools & Communities Resources | Scoop.it

"Who We Are

Trauma Transformed is the only regional center and clearinghouse in the Bay Area that promotes a trauma-informed system by providing trainings and policy guidance to systems of care professionals and organizations. A trauma-informed system is one that builds awareness and knowledge of trauma to shape policies and practices aimed at reducing the re-traumatization of youth and families and the professionals who serve them.
 

History

Acknowledging that trauma is pervasive in our communities and those of our children, youth and families most impacted by our public systems of care, seven Bay Area counties came together in 2014 to address a national public health crisis through a regional effort. The seven counties: Alameda, Contra Costa, Marin, San Francisco, San Mateo, Santa Clara and Santa Cruz, envisioned breaking down silos and coordinating and communicating more effectively across sectors and county lines through a Bay Area Trauma Informed Systems of Care Initiative (BATISC).
 

The initiative was focused on centralizing and building a regional trauma-informed Bay Area system of care and improving the ways we understand, respond to, and heal trauma. The response to the initiative resulted in awarding East Bay Agency for Children the task of supporting the partnership of counties and communities in July 2015. This collaboration of partner agencies: Youth in Mind, Center for Youth Wellness, UCSF Benioff Children’s Hospital Oakland, and East Bay Agency for Children along with and the seven counties resulted in the creation of Trauma Transformed (T2), a Bay Area Regional Trauma Center."...


For main page, please visit: 

http://www.t2bayarea.org/ 

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Restorative Justice Presentation for Juvenile Justice Prevention & Programs Workgroup // Arash Daneshzadeh

https://www.youtube.com/watch?v=eeOICjpv788&feature=youtu.be 

[Presented at the Santa Clara County Juvenile Justice Prevention and Programs Workgroup, December 11th, 2015 meeting.]  


"A synopsis of various incarnations of Restorative Justice in the Bay Area (SF/Oakland), citing ethnographic and mixed method studies along with theoretical frameworks."


For additional files related to the presentation, please seehttp://bit.ly/Dec11_2015

 


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Safe Schools California

Safe Schools California | Safe Schools & Communities Resources | Scoop.it

Every Child Has a Right to a Healthy and Safe School


"Health Hazards from WiFi 

The World Health Organization warned in May of 2011 that microwave radiation from wireless devices such as WiFi and cell phones may cause cancer. It is considered a possible carcinogen on the same list as DDT, lead and engine exhaust. Governments and school boards can no longer say WiFi is safe. 
 

It is important to note that both cell phones and WiFi came to the market without safety testing as a gift to telecom companies to help them expand quickly.


novel group of symptoms has emerged in children attending schools in Simcoe County since the Board installed microwave WiFi transmitters.

Watch a Global News investigation that proves that WiFi is not "SAFE".
Watch what Children and Parents say at one Simcoe County School.
 


About WiFi: 

WiFi is a microwave transmitter that is used to connect to the internet without a cable. Wireless systems come with a long list of potential health risks. Most schools in Ontario already have safe cable connections that are faster and more secure.  However, school boards are pushing to install microwave systems that end up largely unused and continuously expose students to strong microwave signals. It is cheaper and safer to simply add more cables where needed. Hard-wired systems are now available from computer stores that easily turn every electrical socket in a building into a internet port. This is another easy and safe solution for schools or homes.  
       
Your Right To Know: WiFi is harmful to children.  Microwave exposure is linked to infertility, erratic heart rates, learning impairment, behavioural changes, leukemia and cancer, especially in children.

    The Committee has documented reports from children such as , "I can't hold my pencil sometimes," "I feel faint," "I keep having headaches," or "I feel sick to my stomach at school."  A distrubing number of children have suffered sudden erratic heart rates or full cardiac arrest during their school day. Cancer takes several years to develop before it is detectable."


For full post, click on title above or here: 
http://safeschool.ca/ 

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This Is My Place: Middle Schoolers on Social and Emotional Learning // What Kids Can Do WKCD

What most helps young people thrive in a challenging academic environment? Answers from students bear out what research has found: social and emotional factors constitute a crucial underpinning for learning.
 

In recent WKCD interviews at School of the Future in New York City, middle schoolers gave their own examples of how everyday interactions between students, peers, and adults affected how they learned in the classroom.

Their descriptions reflected some key unspoken questions that adolescents bring with them into a school environment:

  • Will I able to do the work here? Will I be smart enough?
  • Will I be safe here? Will I be teased or made to feel bad somehow?
  • Will I get to help decide what happens to me here?

 

NOTE: For years WKCD has gathered, most of all, the voices and vision of high-school-age youth—although we did publish the popular Fires in the Middle School Bathroom: Advice for Teachers from Middle Schoolerby Kathleen Cushman and Laura Rogers (The New Press, 2008). In the months ahead, we aim to include more voices and perspectives from the middle grades.


For main page, please click on title above or here: http://www.whatkidscando.org/featurestories/2012/12_this_is_my_place/ 

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Why Are So Many Preschoolers Getting Suspended? // The Atlantic

Why Are So Many Preschoolers Getting Suspended? // The Atlantic | Safe Schools & Communities Resources | Scoop.it

By Melinda Anderson


"Tunette Powell travels across the country counseling families and mentoring youth. An award-winning motivational speaker and author, her professional work in the education field ranges from training nonprofit leaders to consulting for colleges and universities. But none of Powell’s career-related skills could prepare her for the frustration and helplessness of seeing her two sons suspended from preschool, which she pegged to overly harsh and racially biased discipline. In a July 2014 Washington Post opinion piece that gained national attention, Powell relates how her boys—ages 3 and 4—were suspended from their Omaha preschool program eight times total in one year. Once published, the essay resonated with readers nationwide. “So many parents reached out [to me] … a lot of black mothers” who shared her experience with excessive suspensions, said Powell. “We live in a time when we just say, ‘Suspend them, get rid of them.’”


A glance at news headlines confirms that Powell and her sons are not an anomaly. From a 3-year-old suspended for too many toileting mishaps to a 4-year-old booted out of school for kicking off his shoes and crying, toddlers are racking up punishments that leave many parents and child experts bewildered. Overall the rise in school suspensions and disproportionate impact on youth of color has triggered a flurry of interest from activists and high-ranking government officials, and for good reason: A February 2015 report from UCLA's Civil Rights Project examined out-of-school suspension data for every school district in the country and found that nearly 3.5 million children—about six out of every 100 public school students—were suspended at least once during the 2011-12 school year, with close to half of those (1.55 million) suspended multiple times.


But for some more astounding than these discipline statistics were the thousands of the nation’s youngest learners—nearly 8,000 preschoolers—suspended from school in the same year, often for relatively minor disruptions and misbehaviors. For researchers and educators immersed in this work, why preschoolers are put out of school and the entrenched racial disparity seems most closely tied to reasons such as teacher bias and children living in poverty whose hitting, biting, and pinching is frequently labeled misconduct rather than developmental delays."...


For full post, click on title above or here: 

http://www.theatlantic.com/education/archive/2015/12/why-are-so-many-preschoolers-getting-suspended/418932/ 




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Add "Upstander" to the Dictionary // #AddUpstander // [Sign Petition] By Katy Butler, The BULLY Project

Add "Upstander" to the Dictionary //  #AddUpstander // [Sign Petition] By Katy Butler, The BULLY Project | Safe Schools & Communities Resources | Scoop.it

By Katy Butler with The BULLY Project


"Upstander n.  A person who chooses to take positive action in situations where individuals are being harmed or in the face of injustice in society.


When I was in middle school, I was bullied all the time for being gay.  Kids called me unspeakable names, and violently attacked me. One day, one group of guys even slammed my hand into my locker, breaking my finger, laughing as they did it.  So many people – students, teacher and even parents ­– just watched it all happen. They were all bystanders, and no one was teaching them otherwise.  The worse thing about this is that it wasn't just happening to me. Bullying affects over 13 million kids a year.


Back then, although the word bystander was widely known, we did not have a word to describe those being more than a bystander, those people actively standing up for each other, an act that would have made the world of difference for kids like me. But a lot has changed since I was at school. Today, we DO have a word, and that word is upstander.


Thousands of people today are mobilizing around the term upstander, and taking action to help others in their schools and communities all over the world. Research shows that over 50% of the time, when an upstander intervenes, a bullying situation is stopped in less than 10 seconds. So, imagine how many more upstanders, and how much less bullying there could be if the word was in the dictionary!

Thousands of schools around the world are teaching words that have not been recognized, and this just has to change, especially when I look at all the frivolous words that HAVE been added in the last year; words like Fratty, Jeggings, totes and double-double.


This is why I,  along with Sarah Deker, Monica Mahal, the Bully Project and a coalition of supporters and organizations, are petitioning for upstander to be added to the Merriam Webster and Oxford English Dictionary. 

Standing up for what's right is our responsibility. Please sign and share our petition to #addupstander." 


Katy Butler
Monica Mahal & Sarah Decker
The BULLY Project
Facing History & Ourselves
Bystander Revolution
Not In Our School
National School Climate Center
GLAAD
GLSEN
BBYO
They Say Project


To sign the petition, click here: : 

https://www.change.org/p/add-upstander-to-the-dictionary-addupstander#addupstander 

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Test, Punish, and Push Out: How "Zero-Tolerance" and High-Stakes Testing Funnel Youth Into the School To Prison Pipeline

http://b.3cdn.net/advancement/50071a439cfacbbc8e_suxm6caqe.pdf


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High School Students Need 'Webs' of Supportive Adults, Study Says // High School & Beyond // Education Week

High School Students Need 'Webs' of Supportive Adults, Study Says // High School & Beyond // Education Week | Safe Schools & Communities Resources | Scoop.it

"We've long known that adolescents need supportive relationships to help them stay in school through tough times. A new study, published Wednesday, argues that having an "anchor" and a "web" of support—rather than one person to act as a "hero"—can boost adolescents' chances of staying in school.
 

Like other researchers who have probed the dynamics that prompt students to leave school, America's Promise Alliance has consistently seen that the presence of caring adults is pivotal. Following up its 2014 report, "Don't Call Them Dropouts," the organization decided to focus on finding out more about what students need from those relationships. The result is "Don't Quit on Me," released today.


The bottom line? Relationships matter. But the type, source, and intensity matter, too, if they're going to serve as effective buffers against leaving school.
 

"They told us they need respect, not judgment. They need resources—bus passes, a ride to school, a meal, a job, a chance. They need people to show care through actions, not advice. They need an anchor, not a hero. And they need a web of support, a healthy, supportive community of their own," America's Promise Alliance President and CEO John Gomperts writes in the introduction to the report."....
 

For full post, click on title above or here: http://blogs.edweek.org/edweek/high_school_and_beyond/2015/09/high_school_students_need_webs_of_supportive_adults.html 

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WestEd Webinars for Professional Learning // Trauma Informed Education // Non-Cognitive Variables in Preparing All Students for College, Career, & Success // Nov. 5th & Dec. 3rd

WestEd Webinars for Professional Learning // Trauma Informed Education // Non-Cognitive Variables in Preparing All Students for College, Career, & Success // Nov. 5th & Dec. 3rd | Safe Schools & Communities Resources | Scoop.it


Webinars for Professional Learning: Save the Date

Professional Learning for Educators

We are excited to announce three new webinars on professional learning for educators! Join us for these upcoming events on the impact of trauma on students, Smarter Balanced assessments and the Common Core, and non-cognitive factors in student success.

Sponsored by the Region IX Equity Assistance Center at WestEd


For more information and to register, please visit: 
http://miqz.mj.am/nl/miqz/14v2t.html?a=1yGAmFWGFT&b=97f35f46&c=miqz&d=0e78c3a3&e=6f159a2b  



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From Zero Tolerance to Zero Suspensions: Believing In What Seems Impossible

"Hear from Principal Ramiro Rubalcaba in this webinar about how two urban high schools in California committed to changing school culture and took suspensions off the quick fix menu. In place of suspensions, the schools and staff implemented School-Wide Positive Behavior Interventions and Supports and committed to prevention and intervention."


https://www.youtube.com/watch?t=2&v=ZSoL6bhSgHk 


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Healing Together: Community-Level Trauma. Its Causes, Consequences, and Solutions // Johns Hopkins Urban Health Institute

Click here to download pdf of document: http://urbanhealth.jhu.edu/_PDFs/SDH_2015_Brief_2.pdf

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Creatrixi54's curator insight, August 21, 2015 6:46 PM

This is how #hiphopbasededu #hiphoptherapy will pave the way for new ways to engage and heal the people. 

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Creating Trauma Safe Schools: Effects of PTSD in Learning and Education // Dr. Michael Changaris

Dr. Michael Changaris, Adjunct Professor at John F. Kennedy University

Published November 1st, 2015


"This presentation explores the impact of PTSD on learning and education. It offers tools for educators, parents and families to increase learning, growth and development for the 10's of 1000's of children and adolescents who suffer from PTSD."

For full page where this resource originated, please visit: http://www.slideshare.net/MCChangaris/ptsd-in-learning-and-education 
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A Radical Approach to Discipline That Starts With Listening to Students

A Radical Approach to Discipline That Starts With Listening to Students | Safe Schools & Communities Resources | Scoop.it

BY Meredith Kolodner, Hechinger Report
"NEW HAVEN, Conn. — Having racked up multiple up absences and missed assignments, a high school sophomore showed up in his English class last year, hopeful for another chance. “Where have you been?” his teacher asked. “You can’t pass this class if you don’t show up.” Without warning, the young man exploded.

 

“Shut the f— up,” the 16-year-old shouted. “You think you’re better than me? Who the f— do you think you are?” He stormed out of the room.

As the screaming and the swearing escalated in the hall, the Metropolitan Business Academy principal, Judith Puglisi, was called. She approached the student. “What do you need?” she asked in an almost-whisper. He kept yelling and pacing, and Puglisi walked with him, she recalled.

After she quietly repeated her question close to a dozen times, he turned to her and said, “I need to come to your office.” There, Puglisi and the assistant principal listened to him shout until he began to cry, telling them that his stepfather had beaten him since he was 7. “I am sick of people calling me a loser,” he said.


The student was not suspended, which would be normal protocol at some schools for cursing at a teacher. Instead, he saw a drama therapist trained in trauma at Metropolitan the next day. The day after that, he met with the teacher, apologized and said he knew he had overreacted. He returned to the class immediately after that meeting.

 

“If you run a school that’s based on punishment and compliance, eventually you’re going to push kids out.” — Judith Puglisi, principal of Metropolitan Business Academy


“Some would say that punishment will extinguish bad behavior, but I would say the opposite,” said Puglisi, who recounted the incident under the condition that the student’s name be withheld for his protection.

 

Metropolitan is among a small but growing number of schools nationally that are turning the traditional approach to discipline on its head. Instead of trying to get students to leave their personal troubles at the door, these schools help kids cope with what often is a history of trauma. The idea is to catch problems before they become disciplinary issues resulting in suspensions or expulsions.


Metropolitan and a dozen other schools in Connecticut work with Animated Learning by Integrating and Validating Experience (ALIVE), a trauma response program that provides drama therapists to work with teachers to identify trauma, prevent problems from escalating and respond effectively when students do act out. The therapists — who hold master’s degrees with training in psychology and theater — offer one-on-one therapy and use drama and role playing in a mandatory class for freshmen."...

 

For full post, click on title above or here: http://www.pbs.org/newshour/updates/zero-tolerance-fails-schools-teaching-students-cope-trauma/

 

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How Empowering Influential Kids Can Change School Culture For the Better // MindShift KQED

How Empowering Influential Kids Can Change School Culture For the Better // MindShift KQED | Safe Schools & Communities Resources | Scoop.it

..."A recent study published in Proceedings of the National Academy of Sciences reveals some important clues on how to change a school’s mores. The gist of the findings? To change school norms, the most well-connected students have to lead the way.


Scholars Elizabeth Paluck, Hana Shepherd and Peter Aronow, who conducted the yearlong project in 56 New Jersey middle schools during the 2012-13 academic year, sought to discover the impact of student-led anti-conflict programs on kids’ behavior. When it was over, they found that groups led by influential students were most successful in changing the way fellow students treated one another. Indeed, in those schools where an average number of  well-connected kids took part in the campaign, reports of student conflict dropped by 30 percent.


The more the solution comes from the kids themselves, rather than eager adult overseers, the more likely other students will hear and respond to the message.


These results offer a promising new approach for schools in the midst of a cultural crisis, whether from bullying, cheating or some other undesirable student behavior. To aid educators, the scholars have made their detailed curriculum available online.
 

The study team designed the investigation with care. To ensure the accuracy of their results, researchers put half of the 56 schools into a control group — which received no specialized anti-conflict programming — and offered the remaining randomly selected 28 schools a carefully designed intervention that sought to reduce friction among the students.

To test the idea that the most socially connected kids have the greatest influence among their peers, the researchers first had to figure out who those kids were. Here, they took a novel approach: All students were given a survey that included every student’s name at that particular middle school. Each child then was tasked with identifying the 10 individuals they’d spent the most time with during the last few weeks, either in person or online. The survey also asked about student perceptions of conflict in school.
 

This “social network mapping” strategy, which aims to identify the most influential people in a group, differed from typical research methods in two important ways. First, it was driven by students rather than adults; grownups had no role in selecting the influential kids. “When adults pick out students to intervene with, they often pick the popular kids or the traditional leaders,” Paluck said, leaving out some less visible but more influential students, including those who aren’t models of good behavior. Second, by asking kids who they spent time with, rather than who they called friends, the survey revealed which children had the most actual influence."...


For full post, click on title or image above: 

http://ww2.kqed.org/mindshift/2016/01/20/how-empowering-influential-kids-can-change-school-culture-for-the-better/ 

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EMF, Wireless Radiation, & Screen Time Research // http://bit.ly/wifi_research

EMF, Wireless Radiation, & Screen Time Research // http://bit.ly/wifi_research | Safe Schools & Communities Resources | Scoop.it

"This collection includes research, updates, and resources related to EMF/RF Radiation and screen time.  For an excellent website with extensive documents for safe technology advocacy, please visit the National Association for Children and Safe Technology at http://nacst.org. For additional resources and updates in Education, please visit http://eduresearcher.com.' 


http://bit.ly/wifi_research 

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Why Boston Students Created A ‘Know Your Rights’ App

Why Boston Students Created A ‘Know Your Rights’ App | Safe Schools & Communities Resources | Scoop.it
A group of Boston students have released what's believed to be the first app in the nation for students to hold staff accountable to honoring their rights.

 

[Picture Caption from linked page: Boston Student Advisory Council president Glorya Wornum, left, and BSAC member Ayomide Olumuyiwa show off the Boston Student Rights app in the hallway of Madison Park Technical Vocational High School. (Peter Balonon-Rosen/WBUR)]

 

For full post, click on title above or here: http://learninglab.wbur.org/2015/06/16/why-boston-students-created-a-know-your-rights-app/

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Seeing is Believing: Promising Practices for How School Districts Promote Family Engagement // Harvard Family Research Project

Seeing is Believing: Promising Practices for How School Districts Promote Family Engagement // Harvard Family Research Project | Safe Schools & Communities Resources | Scoop.it

"Harvard Family Research Project (HFRP) and the National Parent-Teacher Association (PTA) have teamed up to bring you this ground-breaking policy brief that examines the role of school districts in promoting family engagement.  

Seeing is Believing: Promising Practices for How School Districts Promote Family Engagement spotlights how six school districts across the country have used innovative strategies to create and sustain family engagement “systems at work.”  Our findings point to three core components of these successful systems: creating district-wide strategies, building school capacity, and reaching out to and engaging families.

Drawing from districts’ diverse approaches, we highlight promising practices to ensure quality, oversight, and impact from their family engagement efforts. We also propose a set of recommendations for how federal, state, and local policies can promote district-level family engagement efforts that support student learning."...


For full post, main link to Harvard Family Research Project, and to download report, click on title above or here: 

http://www.hfrp.org/family-involvement/publications-resources/seeing-is-believing-promising-practices-for-how-school-districts-promote-family-engagement


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Trauma Transformed Launches Regional Effort in San Francisco Bay Area // ACES Connection

Trauma Transformed Launches Regional Effort in San Francisco Bay Area // ACES Connection | Safe Schools & Communities Resources | Scoop.it

By Alicia St. Andrews

"Nearly 300 impassioned and committed people crowded into the Green Room at the San Francisco War Memorial and Performing Arts Center last week to launch Trauma Transformed. Known as T2, the regional effort – representing the San Francisco Department of Public Health and seven Bay Area counties – is funded by a four-year, $4-million grant from the U.S. Substance Abuse and Mental Health Services Administration (SAMHSA).

 

Youth, families, health directors and public health leaders from the seven counties participated in the celebration. San Francisco Mayor Ed Lee committed to partnering with communities to break the cycle of intergenerational trauma and poverty.


Dr. Nadine Burke Harris emphasized how understanding the research about adverse childhood experiences (ACEs) are the basis for understanding trauma.

 

Louise Rogers, San Mateo health chief, accounting the tragic stories of systems-involved youth and the county’s process of responding to their trauma, said, “It all starts with local stories.”


Toni Tullys, Santa Clara Behavioral Health dept. director, urged leaders to “get out of the way” and “support resources for community based organizations, families, and young people.”

 

Alex Briscoe, director of Alameda County Health Care Services, heralded the regional center to be the “holy grail of behavioral health,” and a “tool for racial justice,” yet only if done humbly and carefully. “Trauma-informed care is not just a response to pathology, but a social justice issue”, he noted.

 

National youth leader Sinead Anderson, a member of Youth in Mind, founded and steered by youth affected by the mental health system, bluntly told the crowd : “I am ACEs.” What doesn’t work to help troubled youth, she said, were truancy laws that put parents in jail, and “home hospitals” that prescribes pills for youth with clinical depression, but no support. Her recovery, she said, came about through developing safe, stable relationships with adults and peers; gaining knowledge about her history through African-American studies classes; and advocacy.

 

Citing trauma as the language of feeling and behavior in her work with families, Dr. Alicia Lieberman, director of the UCSF Child Trauma Research Program, said, “Through broken hearts we can transcend pain.”

 

Michelle Campbell-Mateo, speaking on behalf of traumatized families, said, “I am the evidence.” She told her story of coming from a generation that had been traumatized, and how she very passed some of that trauma to her daughter. She advocated for more peer educators and family resilience coaches.

 

Clifton Hicks, founder of Urban-Based Adventures and a psychiatric social worker for the San Francisco Department of Public Health, said, “Interventions don't matter if kids and families don’t feel felt.” He recounted stories of families constantly relocating in search for a sense of community, and called for regional conversations on trauma outside of silos. 

 

Lynn Dolce, curriculum developer and trainer for the San Francisco Department of Public Health’s Trauma-Informed Systems Initiative, wrapped up the ceremonies by asking those attending to commit to four precepts: be open, promote healing, trust each other, and collaborate.

 

“The regional trauma center is an opportunity for the San Francisco Bay Area to create a state and national model for collaboration and change,” she said.

 

For more info please see attached T2 summary, T2 Launch Event Program, T2 Launch Event Speaker Bios, and visit T2 online at www.t2bayarea.org


 

Correction to original post: Toni Tullys, Santa Clara Behavioral Health Department Director spoke on behalf of Rene Santiago, Santa Clara County Health and Hospital System deputy director.
 

____________________________________________


For full post, please see:

http://www.acesconnection.com/g/california-aces-action/blog/trauma-transformed-launches-regional-effort-in-san-francisco-bay-area 

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Resources to Fight Bullying and Harassment at School // Edutopia

Resources to Fight Bullying and Harassment at School // Edutopia | Safe Schools & Communities Resources | Scoop.it
"Discover websites, organizations, articles, planning guides, lesson plans, and other resources dedicated to preventing bullying and harassment.

Resources by Topic:
 

Each October, individuals and organizations nationwide work together to raise awareness of bullying during National Bullying Prevention Month, an initiative of the PACER Center. Whether you are an educator, education leader, parent, or other community member, you can take action to prevent bullying and harassment by fostering a culture of caring and respect in your school, home, and community. Use the resources below to support your efforts. In addition, consider participating in Edutopia's community to share your own insights and resources about bullying prevention.


Resources for Educators:
Take a look at the infographic "Bullying: What You Need to Know," courtesy of StopBullying.gov, a U.S. government website, for information about some of the statistics behind bullying and impacts on children. As this video about a study from the National Institute of Mental Health (NIMH)demonstrates, the effects of bullying are serious and linger well into adulthood."....

For full post, click on title above or here: 
http://www.edutopia.org/article/bullying-prevention-resources 
 

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L.A Unified Takes on Sexting with Education Campaign, Not Punishment // LA Times

L.A Unified Takes on Sexting with Education Campaign, Not Punishment // LA Times | Safe Schools & Communities Resources | Scoop.it

By Teresa Watanabe
"When Viviana Martin Del Campo walked into her sixth-period geometry class at Venice High School in March, she saw a group of boys huddled over a cellphone, laughing. The target of their attention turned out to be a sexually explicit photo of two classmates. 
The photo, circulated on social media, embroiled the school in turmoil after the arrests of 15 boys, mostly on campus, on suspicion of sexually assaulting two girls.

 

But what shocked Viviana, 16, wasn't so much the photo. It was the arrests. Sexting has become so common, she said, that few teenagers would ever imagine that police would get involved. "I didn't take it as much because it kind of happens often," she said. "Students shouldn't be criminalized for it."

 


As teens' access to social media expands — 92% report going online daily and three-quarters have access to smartphones, according to a 2015 Pew Research Center report — sexting has also proliferated. A 2014 Texas study found that 28% of teens surveyed had sent naked pictures of themselves via social media and 60% had been asked for one. Both researchers and students say that sending other texts — including photos of others, semi-nude pictures, sexually explicit cartoons and messages — is even more pervasive.
 

"It's a perfect storm of adolescent hormones coupled with the immediacy of a smartphone," said Jeff Temple, an associate professor and psychologist at the University of Texas Medical Branch who coauthored the sexting study.
 

The growth in sexually explicit photos in text messages has set off wide-ranging responses from families, educators, legislators and law enforcement."...


http://www.latimes.com/local/education/la-me-sexting-20150707-story.html#page=1 

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Getting To The ‘Why’ of Discipline Disparities // EdSource

Getting To The ‘Why’ of Discipline Disparities // EdSource | Safe Schools & Communities Resources | Scoop.it

"What happened at a rural high school was, according to a new guide to school discipline, the starting point for change. Faced with chronically tardy students and a steady stream of office referrals, including a disproportionate number of American Indian students, school administrators asked: Why? Why the lateness? Why the office referrals?
 

With schools across California and the nation working to reform discipline practices — either voluntarily or under legal pressure— the guide, “Addressing the Root Causes of Disparities in School Discipline: An Educator’s Action Planning Guide,” is intended as a tool to help schools “look for the whole story” behind who is disciplined and why...."
 

http://edsource.org/2015/getting-to-the-why-of-discipline-disparities/83861 

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Center for the Study of Social Policy // Publications // Child Welfare

Center for the Study of Social Policy // Publications // Child Welfare | Safe Schools & Communities Resources | Scoop.it
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Building a Trauma-Informed Nation: Moving the Conversation into Action // Sept. 29th/30th 8:30am-2:30pm PST

Building a Trauma-Informed Nation: Moving the Conversation into Action // Sept. 29th/30th 8:30am-2:30pm PST | Safe Schools & Communities Resources | Scoop.it

"The United States is experiencing a public health crisis: an epidemic of trauma, violence and toxic stress. In response, efforts to create trauma-informed change are growing exponentially across the nation. Learn how communities are responding and develop your own strategy to amplify change through four “Catalyst Sessions:”
 

  • COMMUNITIES
  • HEALTH CARE
  • THE JUSTICE SYSTEM
  • EDUCATION


Presentations will highlight effective collaborations, promising practices, programs at the state and local levels, as well as first-person experiences, including workforce systems and worker issues. Following the presentations, interactive sessions will facilitate participant discussions and strategic action planning in their local areas or agencies.
 

PARTICIPATE:
There are three ways to participate:

  1. Via webcast through an “Amplifier Site” which is a gathering of others interested in this issue (Click here to learn more about amplifier sites)
  2. Individually via webcast at your computer (Register here: https://www.blsmeetings.net/traumainformednation/index.cfm?action=registration&type=individual
  3. At the live event in Washington, D.C.


Register for participation using the tabs in blue on the left.

Please note that webcast participation is limited, so please register soon!


LEARN: 
From successful programs, policies and approaches being implemented across the country about how you can use these models, tools and resources in your work, organization or community.


HOST:
 

An Amplifier site is a local gathering in your organization or community to screen and participate in the live webcast, then facilitate a post webcast conversation to catalyze action. (Click here for more information)


HEAR FROM: 

Outstanding speakers, including:
Gary Slutkin, MD, Founder and Director, Cure Violence
Nancy Hardt, MD, UF College of Medicine, Co-Founder, Peace4Gainesville
Father Jeff Puthoff, Founder, Hopeworks 'N Camden
Tina Marie Hahn, MD, Pediatrician from Michigan
Naina Khanna, Executive Director of the Positive Women's Network
Barb Trader, Executive Director of TASH
Robin Delany-Shabazz, Associate Administrator, State and Community Development in the Office of Juvenile Justice and Delinquency Prevention at the Department of Justice
And many others
 

HOSTED BY:
The Federal Partners Committee on Women & Trauma is an active interagency collaboration including 13 Federal Departments, with more than 100 members, representing over 40 agencies and offices. This Committee is committed to advancing gender-responsive, trauma-informed approaches to improve the health and well-being of individuals across the country and around the world.

___________________

To Register for webcast: https://www.blsmeetings.net/traumainformednation/index.cfm?action=registration&type=individual 

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How We Went from 200 Suspensions to 3 // ASCD

How We Went from 200 Suspensions to 3 // ASCD | Safe Schools & Communities Resources | Scoop.it

By Wesley Owings


"At Lyon Academy at Blow Elementary, a high-poverty preK–8 magnet school, behavior was a big issue. In fact, a couple years ago, our school had one of the highest percentages of out-of-school suspensions in St. Louis Public Schools. We wanted to reduce the number of suspensions and find ways to deter the behaviors that were putting students out of school.
 

After implementing Positive Behavior Interventions and Supports (PBIS), we decided that we needed a way to better track how teachers responded to student behaviors. One of our teachers created a spreadsheet to track student behavior, but it was inconsistently used, so we didn't always have supporting data when we met with parents to discuss behavior. The biggest problem, however, was that teachers were using the spreadsheet to track only negative behaviors, which made it challenging to create an environment where students felt safe and supported. With PBIS, we wanted students' positive choices to be acknowledged and used as the foundation for sustaining good behavior. But in practice, we were simply applying another punitive measure that put students on the defensive."...


For full post, click on title above or here: 
http://www.ascd.org/ascd-express/vol10/1022-owings.aspx  



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Social Media Helpline for Schools: "iCanHelpLine.org" // Open 9-4 on School Days in CA: (855) 997-0409

Social Media Helpline for Schools: "iCanHelpLine.org" // Open 9-4 on School Days in CA: (855) 997-0409 | Safe Schools & Communities Resources | Scoop.it

"iCanHelpline is where schools and districts can call or email to get help in resolving problems that surface in social media – problems such as cyberbullying, sexting, and reputation issues involving students, staff or anyone in the school community. It’s a free service for schools, so we ask that individuals seeking help with a social media issue ask their school to contact us so we can all work together.


As the first step in developing a national helpline, iCanHelpline is being piloted in California during the 2015-’16 school year. It’s a joint project of California-based #iCANHELP and Net Family News Inc., national nonprofit organizations with more than a decade and a half of experience in education, student leadership and Internet safety."...


http://icanhelpline.org 

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