Rosa Maria Bramble – Aulas más compasivas con orientación e información sobre trauma: Estrategias para reducir los retos conductuales, aprendiendo como mejorar los resultados y incrementar el compromiso de los estudiantes

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Archive : Rosa Maria Bramble – Aulas más compasivas con orientación e información sobre trauma: Estrategias para reducir los retos conductuales, aprendiendo como mejorar los resultados y incrementar el compromiso de los estudiantes Digital Download
Delivery : Digital Download Immediately

Faculty:
Bramble, Rosa Maria
Duration:
5 hours and 29 minutes
Format:
Video and audio
Copyright:
May 01, 2020
Description

As educators, we have the challenge of getting to know our students emotionally and socially. This may be quite difficult with typical students, but it becomes more difficult when the students have had traumatic experiences or have a mental health problem. Students who have had traumatic experiences frequently demonstrate difficulties such as displaying and participating in problematic behaviors such as low frustration tolerance, rage attacks, and difficulties in social relationships. These behaviors frequently interfere with or obstruct the learning and teaching process.

When students have had traumatic experiences, they spend a large portion of the day fighting/hurting/blocking their ability to learn. The externalization of aggression and irritable behavior displayed by these students may disrupt classroom dynamics, necessitating your time and attention. Regardless of the amount of time we have to invest on behavior graphs or incentives for good behavior; just traditional behavioral focuses for classroom management and a punitive stance.
They are ineffective in the discipline.

Connect with trauma specialist Rosa Maria Bramble Caballero, LCSW-R, and learn how being informed about trauma may significantly reduce negative behaviors, improve student participation, and increase learning outcomes. Finish this recording with new strategies, tools, and information for reducing impulsivity, aggressive behavior, and inattention in your students, as well as increasing focus, attention, and cooperation in them. Although a positive attitude is essential for students who have experienced trauma, it will also benefit all students in the classroom. You can return to your school with:

Practices based on research to establish a trauma-focused classroom
A strategy for developing positive relationships and instilling trust in students who find it difficult to enter and participate in classroom dynamics.
Strategies for the development of cognitive abilities that are based on strengths and are included into the science of neuroplasticity and the perspective of neurodiversity.
Handouts

Manual – More Compasive Rooms with Trauma Orientation and Information (1.2 MB) 58 Pages Available After Purchase

Instructions for Self-Study for Illinois Teachers (28.5 KB)
Available upon purchase

Form for Evaluating Illinois Educators (1.2 MB)
Available upon purchase
Outline

TRAUMA IN SCHOOLS: QUE BUSCAMOS?

Responses to huuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuu
Fear predisposition: influence on the child’s whole life
ACE – Adversary Experiences During Sleep, Research, and Problem Solving
The role between poverty and mental health challenges

TRAUMA THERAPY

Beneficios
Limitations of the investigations
Potential dangers

DISCIPLINA IN TRAUMA ORIENTADAS AULAS

Changing our mindset: Punishment vs. Collaboration
Strategies for increasing intrinsic motivation
Three steps to implementing a collaborative approach
Case study: how to reply

NEUROPLASTICITY: ACTIVITIES FOR ESTABLISHING AND CORTALECING NEURONAL VAS

Strategies for developing new lines of response
More slowly, pause, and think.
Responding instead of reacting
Social histories
Techniques for incorporating the 4Rs:
Ritmicas
Repetitivas
Relacionales
Remuneradas (Gratificantes)

RELACIONES AS A PROTECTOR FACTOR

Techniques for forming positive relationships and increasing the likelihood that students:
They will spend more time in school.
Put up more effort.
Increase your exam and test scores, as well as your overall ranking.
Increase your trust in yourself.
Techniques that assist students in feeling connected to the school and, as a result, reduce the likelihood of:
Alcohol and cigarrillo use
Having early sexual relationships
Developing emotional problems
Having suicidal thoughts, ideas, or attempts
Armas cargar
Participating in aggressive or dangerous activities
Case study: based on fortifications, from a solution-focused approach.

CONSCIENTE (MINDFULNESS) Y CONSCIENTE DE TI MISMO EN ACTIVIDADES PARA:

Assisting the student with these transitions
Reduce impulsive behaviors
Strengthening empathy, friendliness, and cooperation
Encourage calm and attention.

INCREASING SOCIO-EMOTIONAL ADVANCEMENT TECHNIQUES:

The focus and concentration
Controlling Impulses
Possessing problem-solving abilities

CONSCIENTIAL COMMUNICATION STRATEGIES TO IMPROVE STUDENT COMPROMISION:

Leading through presence
Atención
Inatención

CONSCIENTIAL STRATEGIES FOR INCREASING VINCULACIN, EMPATIA, AND SENTIDO DE COMUNIDAD:

Agradecimiento
Cordialidad

REGULATORY ZONES FOR IMPROVING AUTOCONSCIENCE AND EMOTIONAL CONTROL:

The red zone
Amarilla Zone
Green Zone
Blue Zone
Faculty
Related seminars and products: 1 Rosa Maria Bramble, LCSW-R

Rosa Mara Bramble, LCSW, is a bilingual mental health clinic with over 20 years of experience. Currently, she maintains a private practice where she specializes in trauma, recovery, and assertive therapy. La Lic. Bramble provides consultation and training to community organizations on the delivery of trauma-informed services and to immigrant populations. She specializes in the impact of traumatic events on individuals and communities, and she conducts research on trauma-focused interventions. Furthermore, Lic. Bramble is an adjunct professor at the University of Colombia’s School of Social Work, where she developed a curriculum specializing in trauma-informed care for immigrant and refugee populations. Conducts forensic psicosocial evaluations for immigration and political asylum cases, and serves as a trauma and TEPT expert witness.

A requested instructor, Lic. Bramble has presented on trauma informed care at a number of conferences, including the La Familia Conference of the National Association of Social Workers in Puerto Rico and Hispanics (NAPRHSW), the International Society of Traumatic Stress Studies, and the International Conference on Women’s Mental Health in Lima, Peru. In addition, a 12-week trauma-education program for survivors of Spanish-language trauma was developed.

La Lic. Bramble was previously president of the Asociación Nacional de Trabajadores Sociales Hispano Puertorriqueos (division NYC), and has worked with the Canadian Consulate on the program “Ventanilla de la Salud” to provide services to survivors of domestic violence and/or sexual assault, as well as children without a companion. Lic. Bramble has appeared on NPR and HITN, discussing topics such as depression, alcoholism, immigration trauma, and adolescent suicide in the Latino community, in addition to writing several articles about political asylum, immigrant women, and HIV/AIDS.

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