Trauma Informed Care

MARCH 2024 SEL THEME – CONFLICT RESOLUTION & PROBLEM SOLVING – Recognizing, Identifying and Labeling Emotions

Posted on March 13, 2024 by alisakaczorowski in Business, Parenting, Social Emotional Learning

Today, rather than share any strategies with you (which I’ll do next week), let’s talk about the very first step in conflict resolution – being able to recognize, identify and name our own emotions, also known as having self-awareness.

Think about it. If we are unable to identify what we are feeling, as well as the cause of that feeling, it’s going to be nearly impossible to recognize in another person. This lack of self- and social awareness will make it very difficult to resolve any type of conflict that may arise.

Aside from being a critical component of conflict resolution, these emotional awareness skills are really important in so many other facets of life – from emotional regulation to advocating for ourselves.

So how do we help kids build these muscles? Here are a few things you can start doing with kids of any age (but the earlier, the better!)…

Talk about feelings openly and honestly in your home or classroom. We shouldn’t hide them or be ashamed of how we’re feeling. A safe, loving environment is a must in encouraging kids to share their feelings.
Model, model, model. Constantly talk through how YOU are feeling in different situations. Not only will you send the message that it’s ok to share their feelings, you will also be giving them the vocabulary to do so.
Teach emotion vocabulary words. Kids need to know how to label their emotions, and they need more words than just sad, glad and mad! Dig deep with them to get to the root of what they’re feeling and provide them the words until they’re able to do it on their own.
Help kids to understand that feelings are information. We have to pay attention to them to help us decipher the message. Then, we are able to begin the problem solving process.

What else is missing from this list? What do you do to build your kids’ emotional awareness muscles?

Mind-Body Skills Part 7: Visualization

Posted on November 15, 2023 by alisakaczorowski in Social Emotional Learning, Trauma Informed Care

**This is Part 7 of a 7 part series on Mind-Body Skills. Check out the introductory post here or follow along on my YouTube channel.

We’ve come to the final mind-body skill in this series – visualization, the process of creating mental images using our imagination. This might seem like a childish technique, but the benefits of visualization are aplenty.

Studies have shown that visualization can help us achieve goals, reduce stress, increase self-confidence and enhance our creativity and problem solving skills.

Additionally, visualization is a technique that can be employed in a variety of areas in life, including sports training, academics, goal setting, relaxation and more.

There are lots of different visualization strategies. Here are a few:

Guided Imagery – In this strategy, you listen to or read a script that describes a relaxing scene or inspiring scenario to promote relaxation and stress reduction. You can also do this on your own by simply imagining yourself in a relaxing setting or a place that brings you comfort and joy.
Positive Affirmations – This strategy uses positive self-talk, combined with visualization, to reinforce certain beliefs about yourself or goals you are working toward. You, simultaneously, repeat a statement such as “I am loved by many” while imagining yourself surrounded by those who love and care for you.
Mental Rehearsal – This strategy is a way to rehearse events or situations that you will be in that you find difficult, challenging or frightening. For instance, if you have to give a speech in front of a large audience and are terrified of public speaking, mental rehearsal can be used to imagine yourself, from the very beginning to the very end, successfully giving the speech to an engaged and supportive group of people. In this strategy, it’s important to focus on the feelings of confidence and success.

The key to deepening the visualization experience in any of these strategies is employing as many of the five senses as you can. Imagine the sights, sounds and smells around you, the things you can reach out and touch, what something would taste like (if this applies to your visualization journey).

Another important thing to remember about visualization is that it is not just a strategy for adults. Kids can be taught to effectively use visualization strategies in a variety of ways. Visualizing while reading a book is already something we teach in our classrooms; this is a great introduction for teaching kids to use the same strategy in different ways.

You can find a multitude of guided imagery practices online or on different apps like Headspace and Calm. Many of these are even geared specifically toward kids.

How do you use visualization in your life? What benefits have you enjoyed?

Mind-Body Skills Part 6: Writing & journaling

Posted on September 20, 2023 by alisakaczorowski in Business, Social Emotional Learning, Trauma Informed Care

**This is Part 6 of a 7 part series on Mind-Body Skills. Check out the introductory post here or follow along on my YouTube channel.

Whenever I ask a group of educators what they do to calm down or ease stress and anxiety, very few of them say they write or journal. These seem to be activities that people either love or hate.

For the people out there who love them, here are some great ways to incorporate writing into your de-escalation/stress relief/calm down routine. All of these activities can easily be used with kids at home or in the classroom as well.

Ten Favorite… – Pick a category, any category, and write your 10 favorites. For instance, jot down your 10 favorite meals, your 10 favorite things about fall or your 10 favorite ways to spend a lazy day. This writing strategy serves as a great activity for distracting our brain from the stress/anxiety/anger/etc. we are feeling.
Today, I Feel… – At the beginning or end of each day, write 1-2 sentences describing how you feel. How do you feel about the day ahead? How do you feel now that the day is behind you?
Brain Dump – Are there any others out there who struggle to fall asleep at night because of all the thoughts jumbled up in your brain…the things you need to remember or do the next day? Put a little notebook next to your bed, and the next time those thoughts are keeping you awake, get them all out on paper. It doesn’t have to look pretty (sometimes I even do this in the dark!)…you just need to get all those thoughts out of your head. Once you’ve done so, give your brain permission to rest and go to sleep!
Gratitude Journaling – Did you know that speaking your gratitude aloud actually makes you happier? Yep, it’s true! So write it down! Make a list, write it in paragraph form, whatever…just take a few minutes each day to focus on what you’re grateful for.

Are you a journal-er? What writing activities do you enjoy doing to de-stress?

Mind-body skills Part 5: music

Posted on September 6, 2023 by alisakaczorowski in Business, Social Emotional Learning, Trauma Informed Care

**This is Part 5 of a 7 part series on Mind-Body Skills. Check out the introductory post here or follow along on my YouTube channel.

Photo by RDNE Stock project on Pexels.com

I am not at all musically inclined. I actually prefer to never have music playing in the background – at home, in the car, anywhere. I know, I know…it’s weird.

As you can imagine, this category of mind-body skills is not one that I lean into very often, and that’s ok. Music is life for many people so, once in awhile, it’s good to push ourselves outside of our comfort zone and try something new. For me, when creating my mind-body skills training, that meant finding musical activities that would speak to a wide variety of people.

We all know there are a million different YouTube and Spotify channels where we can stream music and calming sounds into our classrooms. Those are great to use during transitions, independent work time, etc. Many of us use music in a cross-disciplinary manner through phonics chants, math songs, etc. These are all fantastic ways to incorporate music into the classroom, but what other ways can we tap into the power of music?

Hands down, my favorite activity that I came across while researching for the mind-body skills training was an activity where we connect music to specific memories. Remember, anything sensory (sounds, smells, sights, textures, tastes, etc.) can evoke both positive and negative memories from even the deepest recesses of our brain. Often, recalling those positive memories can bring us peace, joy, laughter or contentment.

The example I used recently at a school I was working with can be found below.

I only intended to play a portion of this song and then connect it to a specific memory, as an example for the group of teachers. However, about 10 seconds into the song, I realized we would be listening to the entire thing because the song immediately began to evoke memories for all of THEM!

Even if they did not tie this song to a specific memory, as I do, it brought back memories for many of them of the movie, being in a certain place in life, where they first saw this movie, etc. We ended up having the best time just singing along to this song!

Give it a try! What song evokes strong, positive memories for you? Go give it a listen and just sit with it for a few minutes.

Ask your music-loving students to try out this exercise. Not only can we recall these memories when we are in a place of balance, but we can also use them when we are feeling sad, angry or overwhelmed. That’s what mind-body skills are all about!

Mind-Body Skills Part 4: Art

Posted on August 30, 2023 by alisakaczorowski in Business, Social Emotional Learning, Trauma Informed Care

**This is Part 4 of a 7 part series on Mind-Body Skills. Check out the introductory post here or follow along on my YouTube channel.

Typically, in schools, art projects are left to the art teacher except in preschool and kindergarten. However, art is one of the best ways for kids to express themselves and their emotions. Fortunately, there are some very simple ways for classroom teachers to incorporate expressive art into their classrooms as a mind-body skill.

Remember several years back when adult coloring books became all the rage? Why do you think that is? As adults, we are so stressed out and overwhelmed by life – jobs, kids, keeping the house clean – that we are constantly seeking out ways to de-stress. Unfortunately, we typically convince ourselves that we don’t have time to do the things that bring us peace and joy – reading, exercising, taking a walk – and we turn to unhealthy behaviors that make us feel good quickly – eating, drinking, shopping. Adult coloring books changed that for many people. We found a sort of calm in breaking out our good markers or colored pencils and mindlessly coloring designs on a page.

While coloring books are still a great option for kids and adults alike, there are so many other simple ways to use art as a calming tool. Here are a few of my favorites:

Try a New Medium – Fingerpaint, charcoals, chalk, modeling clay…the list goes on and on. The next time you ask your students to pull out their crayons or markers, consider a different medium. Switching to one of the mediums listed above (or one of the dozens of others) is a great way to provide kids a different kind of sensory experience that they may not be accustomed to.
Sand – Instead of having students practice their spelling words or complete their phonics work with paper and a pencil, give them a sand tray! This multi-sensory experience has many developmental benefits and has been proven to activate the brain!
Create Your Own Coloring Page – Have students create their own coloring page for mindful coloring. These can be used during transitions, at the end of the day or class or when work is completed. Bonus – they are so simple to create!

First, create a simple design of loops or other shapes, using a black marker. It can be as simple or intricate as you’d like.

Then, color it in, as you have time!

What other ways do you incorporate art into the classroom? How do your students respond to these activities?

Social-Emotional Learning Workbook for the primary grades

Posted on August 3, 2023 by alisakaczorowski in Business, Social Emotional Learning, Trauma Informed Care

I’m so excited to debut a project that I have been working on for almost two years – a 150+ page social-emotional learning workbook!

We all know that two things are true of teaching – one is that teachers wear many hats and the other is that there is never enough time during the school day to get everything done.

While I feel VERY strongly about explicit instruction of social-emotional learning skills in the classroom, I also know how hard this is. Most schools are not fortunate enough to have an SEL coach or a dedicated SEL block during the day so teachers have to get creative.

When I am working with schools, I always recommend that SEL instruction be embedded into the instruction that is already happening in the classroom. Reading a specific book during ELA? Think about the SEL themes that can be pulled out and discussed. Students need to write a narrative piece? Brainstorm ways that SEL can be tied in or assigned as the prompt. Having a specific problem in the classroom that needs to be addressed (i.e. friendship skills, conflict resolution, etc.)? Let’s address it through meaningful SEL instruction rather than another lecture that no one is paying attention to.

Of course, all of this is much easier said than done, right? That’s why I decided to create this workbook. I wanted to give teachers a set of pre-made lessons that take the research and guesswork out of explicit SEL instruction.

I spent countless hours researching the CASEL Framework for Social-Emotional Learning, as well as the Michigan Social-Emotional Learning Competencies and Indicators, the most comprehensive set of state standards I found, in order to identify the most critical skills students need to be exposed to.

I used those skills to create 34 week-long lessons that include all the things a teacher would need to carry out instruction – a lesson plan, graphic organizers, printables, picture book lists, cross-curricular activities and more. Plus, each lesson uses a fantastic picture book as the foundation for instruction.

I am so excited that this workbook is done and available for teachers at the beginning of a new school year, and I sincerely hope it is a valuable and time-saving resource for teachers. Find it, along with many other trauma-informed and SEL resources, right here in my TPT store!

Mind-Body Skills Part 3: Mindfulness

Posted on May 10, 2023 by alisakaczorowski in Parenting, Social Emotional Learning, Trauma Informed Care

**This is Part 2 of a 7 part series on Mind-Body Skills. Check out the introductory post here or follow along on my YouTube channel.

Self-care is something that has gotten a lot of attention in the past several years, especially in light of the COVID-19 pandemic. It seems there is article after article encouraging us to “put ourselves first,” “care for ourselves” and not “pour from an empty cup.”

These things are all well and good, and I don’t disagree that self-care is important, especially for parents and teachers. That said, bubble baths, wine and chocolate are not a calm person going to make.

If we want to truly care for ourselves, we need to dial into the strategies that give our brains and bodies the rest it needs. Some of these strategies are commonplace and probably familiar to you while others may seem foreign and a bit out of reach.

Not too long ago, that was mindfulness for me. In my mind, mindfulness equaled meditation which, in turn, equaled stress. What do you mean I am supposed to quiet my mind for 20 minutes? How do I do that? When do I do that? I CAN’T do that.

While meditation is a form of mindfulness, it’s not the only one by a long shot. By definition, mindfulness is “a mental state achieved by focusing one’s awareness on the present moment, while calmly acknowledging and accepting one’s feelings, thoughts and bodily sensations.”

Maybe even the definition of the word seems stressful to you. Put more simply, it’s a state of awareness, and meditation is not the only way to achieve awareness. In fact, you might be surprised by the activities that fall under this umbrella term. Here are just a few:

Grounding your feet on the earth
Being still
Praying
Practicing gratitude
Mindfully breathing
Going for a walk
Listening to music

You may be wondering why some of the categories I’ve previously written about are showing up on this list. Well, the short answer is that there is a lot of overlap between various mind-body skills and many of the strategies can help you attain a wide variety of goals, including being more present, easing anxiety, de-escalating from a stressful situation and better understanding your feelings and emotions.

If you’re a parent, teacher or other professional working with children, you would probably agree that these are all skills that kids need to develop and practice as well.

So, how do we introduce mindfulness to kids? The good news is that, because self-care and mindfulness have become such hot topics of late, there are a myriad of ways for kids to practice these skills. Here are a few of my favorites:

Mindful Listening: Take 1-2 minutes to sit in stillness and simply listen to the noises around you. Make a mental note of what you hear. If your mind begins to wander, simply recognize it and bring your focus back to listening.

Mindful Noticing: This strategy is the same as Mindful Listening but with your eyes instead of ears. Assign kids a color, shape, number or letter to “notice” around the classroom or other environment. Allow 1-2 minutes for them to scan the environment, looking for that thing.

One last note…put away the technology! It’s difficult to be mindful and present when we have a ringing, dinging computer in our pocket. So, unless you are using a mindfulness app, take a break from the device!

Mind-Body Skills Part 2: Movement

Posted on April 26, 2023 by alisakaczorowski in Parenting, Social Emotional Learning, Trauma Informed Care

**This is Part 2 of a 7 part series on Mind-Body Skills. Check out the introductory post here or follow along on my YouTube channel.

Many of us regularly use movement strategies as one of our go-to tools for calming down or relieving stress. Think about it. When you are stressed, anxious or overwhelmed, do you go for a walk…hit the gym…take the dog for a run? Maybe not, but if you’re anything like me, you can identify with this strategy.

Not only does movement keep our body healthy and in tip-top shape, it does the same for our brain. Two good reasons to encourage movement as a regulation strategy for kids, right?

Here are a few of my favorites:

Sensory Path: If you work in a school and don’t have a sensory path, I’d encourage you to check out this website and consider it. Not only are they so cute and kid-friendly, they are a fantastic way to get kids moving in a different way. They can be used by individual kids or the entire class!

Brain Gym: I was introduced to Brain Gym by a teacher at a school I was consulting with. While I had not heard of Brain Gym specifically, I was familiar with the power of exercises that encourage kids to cross the midline. If you’re a newbie, learning more about Brain Gym and the corresponding exercises is a great place to start.

5 Senses Nature Walk: Get outside and work those 5 senses, along with your body! What do you see…hear…smell…feel…taste (well, maybe not this one!)? There are so many benefits to walking in nature. Think you don’t have nature around you? Remember, it certainly doesn’t have to be a forest to count as nature so get creative!

What Time is it, Mr. Fox?: This is a fun (and multi-disciplinary!) game for younger elementary students.

Color Search: Go on a color search. Whether it’s around the house, the school or outdoors, get kids moving and identifying objects of various colors.

Tape Jumping Game: This one is so simple and has a million different versions. While it is more geared toward younger kids, you can certainly amend the rules (and distance between tape pieces) for older kids.