Educating Traumatized Children Summit
Thank you for making this another educational success!
The Summit has ended but every interview is available in our store. The Educating Traumatized Children Summit is full of audio interviews of the best and brightest in the Trauma-Sensitive Schools movement. You will NOT want to miss the 18 interviews of expert educators in the field of trauma-informed care. Teachers, administrators, counselors and parents will all find this series helpful in working with children of trauma.
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Interview: Re-Thinking Students’ Behavior – A Seismic Shift
Dr. Greene is the originator of the innovative, research-based approach now known as Collaborative & Proactive Solutions (CPS), as described in his influential books The Explosive Child and Lost at School, and in his recently released books Lost & Found and Raising Human Beings. Dr. Greene served on the teaching faculty at Harvard Medical School for over 20 years, and is currently on the faculty in the Department of Psychology at Virginia Tech and at the University of Technology in Sydney, Australia. He is also the Founding Director of the non-profit Lives in the Balance (www.livesinthebalance.org), which provides a vast array of free, web-based resources on his model and advocates on behalf of behaviorally challenging kids and their parents, teachers, and other caregivers.
Elementary School Counselor & Lead Trainer for ATN’s Creating Trauma-Sensitive Schools Program
Interview: Why Trauma Sensitive Schools?
As a blogger, lead trainer with the Attachment & Trauma Network’s Trauma-Sensitive Schools Task Force, practicing school counselor, and adoptive parent of a traumatized child, Jen Alexander is passionate about being a leader in the movement to create trauma-sensitive schools. Jen has over 15 years of experience as a practicing school counselor, play therapist, and former special education teacher, all in Iowa, as well as nearly a decade of experience parenting a severely traumatized child whom she adopted. Jen speaks both locally and across the country on the topic of creating trauma-sensitive schools and is also writing a book for educators on the topic.
Executive Director of the Attachment & Trauma Network
Interview: Why ATN Cares about Trauma-Informing Schools
As the Executive Director of the Attachment & Trauma Network (ATN), Julie is responsible for the daily operations of this 22-year-old non-profit that supports traumatized children and their families. Her duties include leadership, administration, coordinating the efforts of all the other directors, and acting as spokesperson for the organization. Prior to ATN, Julie was the president of a marketing and communications consultancy. Julie, and her husband Dave, are parents to four children, including their youngest daughter, adopted from China. Through her experiences finding the right solutions for her daughter who struggles with Developmental Trauma Disorder, Julie has garnered a great deal of experience in the areas of special education, school issues, and disabilities advocacy. She frequently presents workshops on attachment and trauma to educators, juvenile justice, child welfare, adoptive and foster groups, and the general public.
Social Worker for Derby Public Schools
Interview: The Social Worker’s Role in a Trauma-Sensitive School
Cindy has worked in the Derby, Kansas Public Schools for 17 years and during this time has worked directly with students with various social and emotional needs. She currently leads building-wide implementation of behavioral interventions. Recently, she received her Certified Clinical Trauma Professional Certification and has been working towards implementing a trauma-sensitive school initiative at Derby Hills Elementary. She completed trainings for staff on self-regulation, mindfulness, safe spot, and mandatory reporting. She continues to work closely with Wichita State University, where she is a guest speaker and a supervisor of MSW students.
Retired Educator & Trainer with ATN’s Creating Trauma-Sensitive Schools Program
M.A. in Human Development, M. Ed. In Educational Leadership
Interview: Teachers: Self-Care isn’t Selfish
Janis describes herself as a perpetual student and committed educator. She proudly worked in public education for more than 30 years, assuming roles that ranged from elementary and instructional support teacher to district staff developer and principal. Whatever position she held, she lived the mantra “it’s all about the kids”. Janis is also a skilled trainer and facilitator and worked as a Collaborative Learning Community Facilitator with the National School Reform Faculty. Although she retired from “active duty” in 2010, she continues to seek ways to advocate for children in our public schools and has become a voice for trauma-informed schools.
Southern CA Regional Community Facilitator for ACEs Connection
Interview: Creating a Neighborhood Sanctuary Through Trauma-Informed Schools
Ms. Brown is the Southern California Regional Community Facilitator for ACEs Connection Network. A social entrepreneur, Dana has founded a character development program at Tierrasanta Elementary in San Diego, CA; co-founded Youth Voice and OurSOLES (Our Students of Leadership- Empowerment- Service); founded Youth Leadership with TICS (Trauma-Informed Community Schools); and Youth Leadership with McGill School of Success. She’s served as a commissioner on the City of San Diego Commission on Gang Prevention & Intervention and as Chair of the Youth Committee. Her board and advisory council work includes San Diego Trauma-Informed Guide Team, HHSA Trauma-Informed Systems Integration Champion Work Group, and University of San Diego’s Character Development Center. Receiving the Joy McAllister Advocacy Award from Mental Health America in 2014, President Obama’s USA Volunteer Presidential Award in 2013 and the City of San Diego’s Human Relations Commission Award in 2009, Dana is living her soul’s purpose of co-creating with like-minded individuals our systems change in a socio-ecological model through advocacy, prevention and resiliency-building.
Life-long Educator of Educators, Author, Public Speaker
Interview: Trauma-Informed Schools: Specific Classroom Strategies
Dr. Craig is a lifelong student of early trauma and its effects on children’s learning. Her teaching experience, as well as years of on- site training and technical assistance to school districts throughout the country, provides the context for her advocacy for trauma-sensitive educational reform.
Dr. Craig began her writing career in 1992 with an article in Phi Delta Kappan describing the educational needs of children living with violence. This work received special notice in the now famous “purple book” Helping Traumatized Children Learn published by Massachusetts Advocates for Children: Trauma and Policy Initiative, 2005. Her books Reaching and Teaching Children Who Hurt: Strategies for Your Classroom (2008) and Trauma-Sensitive Schools: Learning Communities Transforming Children’s Lives (2015) are best sellers among teachers and administrators who use them to guide their efforts to make schools more accessible to children with challenging behaviors. In 2013, Dr. Craig was among those interviewed in the Safe Start National Resource Center series profiling women who have made an impact on the issue of children’s exposure to violence.
Dr. Craig is an avid blogger and sought after public speaker. In 2014 she participated in the Attachment & Trauma Network’s first Educating Traumatized Children Summit and she serves on ATN’s Advisory Council. Her blog www.meltdownstomastery.wordpress.com is read by educators from around the world.
Owner/Director, Beyond Consequences Institute
Interview: Bad Behavior vs. Developmental Trauma
Heather Forbes is the owner of the Beyond Consequences Institute. Forbes has worked in the field of trauma and healing since 1999. She is an internationally published author on the topics of raising children with difficult and severe behaviors, the impact of trauma on the developing child, adoptive motherhood, and self-development. Coming from a family of educators, Forbes has a heart for children in the classroom and for finding ways to teach the child that seems “unteachable.” Her signature style is to bridge the gap between scientific research and real-life application to equip parents, educators, and therapists with practical and effective tools. Much of her experience and insight on understanding trauma, disruptive behaviors, and adoption-related issues comes from her direct mothering experience of her two adopted children.
Program Director with Child Trauma Academy
Interview: Child Trauma Academy’s Neurosequential Model in Education (NME)
Steve Graner is a Child Trauma Academy Fellow, recently retired from teaching English at Erik Ramstad Middle School in Minot, North Dakota after thirty-three years. He grew up in Bismarck, ND, received his Bachelors Degree from the University of Sioux Falls, and completed his Masters Degree in Curriculum and Instruction at Minnesota State University Mankato. Throughout his teaching career, Mr. Graner coached cross country and track and field, receiving Coach of the Year honors in ND for both high school and middle school cross country. Mr. Graner is best known for his creative approaches to teaching and coaching and combines a love of the arts and sports with the passion for pedagogy. He now serves the Child Trauma Academy as Project Director for NME, the Neurosequential Model in Education.
Principal of Cherokee Point Elementary School
Interview: Creating a Neighborhood Sanctuary Through Trauma-Informed Schools
Godwin Higa is currently the principal of the first Trauma-Informed School in San Diego, Cherokee Point Elementary School. His school was recognized by the Huffington Post/CA Endowment as one of few Trauma Informed Schools in the nation. He has been a principal, with San Diego Unified School District for 18 years and previously was a teacher at Donovan Correctional Facility – State Prison in San Diego. Cherokee Point Elementary School has had zero suspensions for the last four years. Mr. Higa passionately demands that all students are treated with the utmost respect and compassion, which will lead to social and emotional learning and academically successful college-ready students for life. He has presented at Urban Health Institute, Johns Hopkins University, Bloomberg School of Public Health, ACES summits, and at numerous conferences
Professor of Child and Family Development at San Diego State University
Interview: Creating a Neighborhood Sanctuary Through Trauma-Informed Schools
Audrey Hokoda, Ph.D. is a Professor in the Child and Family Development Department at San Diego State University-SDSU. She received her B.S. in psychobiology from the University of California, Los Angeles, and her doctorate in clinical psychology at the University of Illinois, Urbana-Champaign. As Principal/Co-Principal Investigator on over 20 studies/community projects focused on youth violence prevention programs, she has worked with partners (e.g., San Diego County HHSA Office of Violence Prevention-OVP, Sweetwater Union High School District, Cherokee Point Elementary, Instituto Nacional de Psiquiatría-INP, Mexico City, Universidad Autónoma de Nuevo León-UANL, Monterrey, Mexico) to develop and implement evidence-based prevention programs addressing bullying, teen relationship violence, domestic violence, and trauma. She has published over 20 articles on teen dating violence, bullying, and domestic violence, particularly in Latino and Asian populations, and has supervised hundreds of masters and undergraduate students at SDSU over the past 24 years.
Trauma-Informed Educator, Professor & School Psychologist
Interview: A Review of the Compton Case – the Implication for Schools and Special Ed Policy
Mr. Hull is an award-winning career educator, special education administrator, professor and school psychologist with expertise in turning evidence-based practice into practical, easy-to-implement strategies that lead to desired outcomes. His 25 years of experience working with youth and teachers in areas ranging from urban inner cities to impoverished rural counties has led to his recognition by local school systems, state governments, and state legislatures. He has a reputation of taking on the biggest challenges in the most difficult school systems. As an administrator, both at the district and state levels, he implemented reforms in the areas of disproportionality and educating traumatized children. Mr. Hall graduated cum laude from Arizona State University with a degree in Psychology and obtained graduate degrees in education and public health from Arizona State University, Memphis State University and Johns Hopkins School of Public Health. He has the rare combination of training that combines educational strategies with psychological principles and a public health approach of cost-efficiency. Robert’s style uses humor to instill hope and motivation in order to release the anger and disillusionment that those working with challenged youth frequently face.
Director Student Support, Secondary Education & Student Support
WA State Office of Superintendent of Public Instruction
Interview: The Importance of Teacher Care
Mona Johnson is Director of Student Support at the Office of Superintendent of Public Instruction, the primary agency charged with overseeing K-12 public education in Washington State. Student Support at OSPI is a resource for school districts and communities regarding a wide array of nonacademic barriers to learning—from bullying to homelessness. Mona provides strategic leadership to this diverse organizational unit and is responsible for integrating and coordinating a variety of initiatives to assist districts and schools in the provision of safe, civil, healthy, and intellectually stimulating environments that foster success for all students.
Mona also presents, publishes, and consults at the local, state, and national levels in professional wellness, resilience, childhood trauma, substance abuse, and violence prevention. She recently conducted research and authored Surviving or Thriving: Educator Coping Following a Traumatic School Experience. She also co-authored The Heart of Learning and Teaching: Compassion, Resiliency and Academic Success; Supporting and Educating Traumatized Students: A Guide for School-Based Professionals (2009), with Ray Wolpow, Ron Hertel, and Susan O. Kincaid; Compassion Fatigue Training for Educators (2012), with Marleen Wong; and How the Traumatic Experiences of Students Manifest in School Settings, co-authored with Ron Hertel, in Supporting and Educating Traumatized Students (Rossen & Hull, Editors, 2013). Mona was recognized in 2012 as a Champion for Children by the National Association of Children of Alcoholics and received the Community Anti-Drug Coalitions of America Advocate of the Year Award in 2009.
Public School Teacher, Author of Lucid Witness
Interview: The Lucid Witness: Increasing Awareness of Childhood Trauma
Daun Kauffman has been teaching . . . (actually, mostly learning) in Philadelphia public schools for 17 years. He lives, works and worships in the Hunting Park neighborhood of north Philadelphia, with the students that he and his wife serve. The Philadelphia Inquirer has described the neighborhood as ” a gritty, drug infested barrio “. Nevertheless, Daun has found his neighbors and students to be steadfast, creative and inspiring in the way they wrestle with many life challenges. As he says, “They have taught me much.” For his neighbors and friends, Kauffman believes trauma-informed education is a justice issue, an equal access issue, and an economic priority. Most clearly, it is a moral issue.
Daun is certified as an Elementary Educator and is certified as a Trauma-Competent Professional. He has led Professional Development on Childhood Trauma and writes about the intersection of trauma and education at LucidWitness.com and on a Facebook page, Trauma-Informed Schools. He is an active member of Philadelphia Adverse Childhood Experience Task Force. He is also a member of the PA NAACP statewide Education Committee.
Prior working in public education, Daun worked as a business executive in consumer products categories for about 17 years, and earlier as a bio-medical photographer at the Hershey Medical Center. He earned an M.Ed. from Temple University, and an MBA from Harvard University Graduate School of Business.
Interview: From the Top Down: Planting the Seeds for a Trauma-Informed District
As Superintendent of Somerville Public Schools in New Jersey, Dr. Timothy Purnell has been working to make all of the Somerville schools trauma-informed.
Dr. Purnell began his tenure in Somerville in 2011. He also serves on the New Jersey Board of Examiners and has worked as an adjunct professor at Montclair State College since 2002. Prior to his post in Somerville, Dr. Purnell worked as a superintendent in Harding, New Jersey, and as a principal, vice principal, and teacher. Dr. Purnell earned his doctorate from Seaton Hall University. His research, entitled No Transient Child Left Behind studied the link between student transients and standardized test scores on a global and local level.
He is a recipient of the You Make A Difference Award, the Phoenix Award for Improving Student Achievement, the Governor’s Teaching Recognition Award, the Weston Teaching in Excellence Award, and the Geraldine R. Dodge Fellowship School Leadership Award.
He attended the ConnectEd #FutureReadySuperintendent Summit at the White House with President Obama and 100 other superintendents from across the U.S.
In 2015, Dr. Purnell was selected as New Jersey’s State Superintendent of the year, as well as a top-rated professor in the nation on RateMyProfessor.com. Last year, he was selected as the National Association of School Superintendents Superintendent of the Year.
Dr. Purnell will assume the post, in July, of Executive Director of the American Montessori Society.
Principal at St. Anne’s Institute
Interview: Change Leadership in Alternative Settings
Ralph has dedicated over thirty-five years to public education. His multiple degrees from the New York State University system has afforded him the unique opportunity to teach and serve as a school leader at the elementary, middle and high school levels.
Ralph retired as a public school administrator in 2013, and currently serves as the Principal of Saint Anne Institute, located in Albany, New York. St. Anne’s is a residential and day service facility for adolescent girls who have been identified by the courts and public schools as “Difficult to Place”. Ralph and his staff are committed to creating and maintaining a trauma sensitive school environment where all students feel safe and high academic expectations are achieved.
Director of ATN’s Creating Trauma-Sensitive Schools Program
Interview: The Core of Creating Trauma-Sensitive Schools
Melissa Sadin is a life-long educator. She has served as a special education teacher, an elementary school building administrator, and a director of special education. She earned two masters degrees and is currently working on a doctoral degree in special education. Melissa has presented numerous workshops and webinars to educators at all levels on trauma-sensitive schools in New Jersey and nationwide. Melissa is also directs ATN’s Creating Trauma Sensitive Schools Program.
Former Principal at Lincoln High School in Walla Walla, WA and Trauma-Informed School Expert
Interview: Paper Tigers and Beyond…
Jim Sporleder retired in 2014 as Principal of Lincoln High School in Walla Walla, WA. Under Jim’s leadership, Lincoln High School became a “Trauma-Informed” school, gaining national attention due to a dramatic drop in out of school suspensions, increased graduation rates and the number of students going on to post-secondary education. These dramatic changes at Lincoln caught the attention of Jamie Redford, who spent a year filming the documentary, Paper Tigers, which tells the Lincoln story. The documentary was released at the May 2015 Seattle International Film Festival and received positive reviews.
Jim is currently working as a trauma-informed coach / consultant as well as a trainer with the Children’s Resilience Initiative, based in Walla Walla. His travels as a consultant, keynote speaker, presenter and trainer have taken him all over the United States. Jim is married, has three daughters and five granddaughters. In his spare time, Jim enjoys fishing, hunting, but most of all spending time with family.
Assistant Professor of Occupational Therapy at Maryville University
Interview: The (Sometimes Overlooked) Role of Occupational Therapy in Trauma-Informed Schools
Dr. Ashley Wagner is an Assistant Professor of Occupational Therapy at Maryville University who spent the majority of her decade-long, clinical career as an occupational therapist (OT) working in an urban, school setting. Ashley combines her clinical knowledge as a pediatric OT with her lived experience as a current foster parent to provide a unique perspective on trauma-informed schools and working with children who have experienced trauma.
Group Manager of Parenting with ACEs
Community Facilitator for Mid-Atlantic and Northeast Region of the ACEs Connection Network
Interview: How I was Saved by a Teacher
Christine Cissy White is a writer, adoptive mother, health activist and Group Manager of the Parenting with ACEs Group and Community Facilitator for the Mid-Atlantic and Northeast Region for the ACEs Connection Network. She founded Heal Write Now in 2014 hoping to create the survivor-led community she craved her whole life. She was published in The Boston Globe, Spirituality and Health, Ms. Magazine, To Write Love on Her Arms and the Elephant Journal. She’s led Parenting with PTSD & ACEs workshops for trauma survivors and treatment providers. She’s co-founder of the #FacesOfPTSD campaign. Her survivor-led advocacy has been written about in the Atlantic, Huffington Post, and The Mighty. She believes any trauma-informed initiative must be informed by trauma survivors in order to be effective.