PBI S AND T HE I NT E RSE CT I ON OF RJ, SR, T I C, AND - - PowerPoint PPT Presentation

PBI S AND T HE I NT E RSE CT I ON OF RJ, SR, T I C, AND SE L

T ra c y Re yno ld s, Be nd / La Pine Sc ho o ls Ap ril 23, 2018

We lc o me a nd Ag e nda

• I

ntro duc tio ns

• Ag e nda
• PBI

S T ie re d Co mpo ne nts – Brie f Re vie w

• Othe r I

nitia tive s a nd Pra c tic e s: Re sto ra tive Justic e (RJ), Se lf-Re g ula tio n (SR), T ra uma - info rme d Ca re (T I C), a nd So c ia l a nd E mo tio na l L e a rning (SE L )

• Ho w PBI

S a nd the se o the r pra c tic e s c a n wo rk to g e the r

• An E

xa mple

• F

e e db a c k, Que stio ns, a nd Co mme nts

PBI S T ie re d Co mpo ne nts

• T

ie r I

• F
• r AL

L stude nts – unive rsa l inte rve ntio ns - 80%

• E

xpe c ta tio ns ide ntifie d a nd ta ug ht, a c kno wle dg e me nt a nd c o rre c tio n syste ms, use

• f da ta , a c tive PBI

S te a m, te a c hing o f so c ia l skills

• T

ie r I I

• F
• r SOME

stude nts – ta rg e te d inte rve ntio ns – 15%

• Che c k-in/ c he c k-o ut, sma ll g ro ups, e ng a g e me nt o ppo rtunitie s, e tc .
• De c isio n rule s, inte rve ntio ns a re pa rt o f yo ur syste m
• T

ie r I I I

• F
• r F

E W stude nts – individua lize d inte rve ntio ns – 5%

• F

BA, BI P, I PS, c o mmunity se rvic e s a nd suppo rt, wra p-a ro und

Re sto ra tive Justic e Pra c tic e s

A stra te g y tha t se e ks to re pa ir re la tio nships tha t ha ve b e e n da ma g e d. I t do e s this b y b ring ing a b o ut a se nse o f re mo rse a nd re sto ra tive a c tio n o n the pa rt o f the o ffe nde r a nd fo rg ive ne ss b y the vic tim

• Re la tio nship b uilding
• Re sto ra tive stra te g y fo r re pa iring re la tio nships
• Use o f Circ le s – a ll vo ic e s he a rd, b uilds c o mmunity
• Circ le s c a n b e pre ve ntive o r re sto ra tive
• Re sto ra tive q ue stio ning fo r re pa ir

Circ le s

Circ le s he lp to :

• E

ve ryo ne ha s o ppo rtunitie s to re spo nd, b e se e n, b e he a rd – b uilds re spe c t

• Builds c o mmunity a nd c o nne c tio ns
• Pro a c tive
• Builds re la tio nships
• He lps to re pa ir ha rm

T ype s:

• Pre ve ntio n Circ le s – ta lking c irc le – c o mmunity/ re la tio nship b uilding
• Re sto ra tive Circ le s – to re pa ir ha rm b y c re a ting a dia lo g ue b e twe e n tho se invo lve d

Pre ve ntio n/ Re la tio nship Building Circ le

• I

nte ntio na l a nd sc he dule d

• T

e a c he r pla ys a n a c tive ro le a nd o fte n fa c ilita te s

• Wha t’ s sa id in the c irc le , sta ys in the c irc le
• He lps to re info rc e ho w the c la ss a nd re la tio nships func tio n to g e the r
• E

ve ryb o dy ha s a vo ic e a nd o ppo rtunity to c o ntrib ute

• Po we r o f liste ning to e a c h o the r, le a rning fro m e a c h o the r, a nd unde rsta nding e a c h
• the r’ s fe e ling s
• Ofte n, to pic s a re e a sy a nd c o mfo rta b le to a ll
• T

a lking pie c e is use d

Re sto ra tive / Co nflic t Re so lutio n Circ le

• T
• re pa ir ha rm tha t c re a te s a dia lo g ue b e twe e n tho se invo lve d
• He lps to ke e p re la tio nships inta c t
• K

e e ps e ng a g e me nt with sc ho o l – ho pe fully, le ss suspe nsio ns

• Use o f a sc ript/ q ue stio ns – pro c e ss – o ne pe rso n ta lks a t a time
• Re so lutio n
• Circ le s c a n b e who le c la ss o r with individua l stude nts, de pe nding o n issue / c o nflic t

Re sto ra tive Que stio ns

T

• re spo nd to c ha lle ng ing b e ha vio r:
• Wha t ha ppe ne d?
• Wha t we re yo u thinking o f a t the time ?
• Wha t ha ve yo u tho ug ht a b o ut sinc e ?
• Who ha s b e e n a ffe c te d b y wha t yo u ha ve do ne ? I

n wha t wa y?

• Wha t do yo u think yo u ne e d to do to ma ke thing s rig ht?

T

• he lp tho se ha rme d b y o the r’ s a c tio ns:
• Wha t did yo u think whe n yo u re a lize d wha t ha d ha ppe ne d?
• Wha t impa c t ha s this inc ide nt ha d o n yo u a nd o the rs?
• Wha t ha s b e e n the ha rde st thing fo r yo u?
• Wha t do yo u think ne e ds to ha ppe n to ma ke thing s rig ht?

Se lf-Re g ula tio n

• T

he a b ility to mo nito r a nd c o ntro l o ur o wn b e ha vio r, e mo tio ns, o r tho ug hts, a lte ring the m in a c c o rda nc e with the de ma nds o f the situa tio n

• E

mo tio na l se lf-re g ula tio n

• T

he a b ility to c a lm yo urse lf do wn whe n yo u’ re upse t a nd c he e r yo urse lf up whe n yo u’ re do wn

• T

he a b ility to a c t in yo ur lo ng -te rm b e st inte re st, c o nsiste nt with va lue s

• Ma na g ing tho ug hts, b e ha vio rs, a nd e mo tio ns
• Ne c e ssa ry skill fo r e mo tio na l we ll-b e ing a nd it’ s a life -lo ng skill

Se lf-Re g ula tio n Skills

• Ada pt a nd a djust
• Ca lm
• Sa fe
• Bre a thing
• Mo ve me nt
• Bre a ks
• Se lf-mo nito r
• Se lf-re info rc e

Se lf-Re g ula tio n Stra te g ie s

• Yo g a / mindfulne ss/ re la xa tio n
• Bra in b re a ks
• Bre a thing
• Ra ting to o ls
• Se nso ry to o ls
• Se lf-re g ula tio n ro o m/ spa c e

T ra uma

T ra uma De finitio ns:

• A de e ply distre ssing o r disturb ing e xpe rie nc e
• A sho c k to the b o dy a nd/ o r spirit
• E

xc e e ds o ne ’ s a b ility to c o pe

• E

ffe c ts o n o ne ’ s func tio ning a nd me nta l, physic a l, so c ia l, e mo tio na l, o r spiritua l we ll- b e ing

• T

ra uma diffe rs b e twe e n individua ls, a c c o rding to the ir e xpe rie nc e s

• Co mplic a te s the c a pa c ity to ma ke me a ning ful a nd c o nsiste nt re la tio nships

T ra uma -I nfo rme d Ca re

• An o rg a niza tio na l struc ture a nd tre a tme nt fra me wo rk tha t

invo lve s unde rsta nding , re c o g nizing , a nd re spo nding to the e ffe c ts o f a ll type s o f tra uma

T I C Pra c tic e s

• Ro utine s – c o mmunic a te s sa fe ty, c o nsiste nc y, a nd o rde r
• Cle a r limits
• Use o f c ho ic e s
• Se nsitive to a nnive rsa ry da te s o r trig g e rs
• Cre a te a se nse o f sa fe ty
• Co mmunic a te to stude nts tha t we c a re , yo u’ re sa fe , a nd we ’ re he re to pro vide

suppo rt a nd c o mfo rt

• T

e a ming

• He lp pro mo te a nd te a c h se lf-re g ula tio n skills/ c a lming stra te g ie s
• Do “with”, “no t fo r”

So c ia l a nd E mo tio na l L e a rning

• T

e a c hing stude nts skills ne c e ssa ry to unde rsta nd a nd ma na g e e mo tio ns, fe e l a nd sho w e mpa thy fo r o the rs, e sta b lish a nd ma inta in po sitive re la tio nships, a nd ma ke re spo nsib le de c isio ns CASE L SE L Co mpe te nc ie s:

• Se lf-a wa re ne ss
• So c ia l a wa re ne ss
• Re spo nsib le de c isio n-ma king
• Se lf-ma na g e me nt
• Re la tio nship skills

Co mpo ne nts o f T e a c hing So c ia l a nd E mo tio na l L e a rning – Wha t we do ..

• Dire c t instruc tio n
• Cla ssro o m inte g ra tio n a nd instruc tio na l pra c tic e s
• Re la tio nship b uilding
• Cre a ting a po sitive sc ho o l c lima te a nd c ulture

PBI S a nd I nte g ra te d Pra c tic e s Co nne c tio ns – Putting it a ll T

• g e the r
• Pre ve ntio n-b a se d
• I

nstruc tio na l

• Syste ms fo c us
• Oppo rtunitie s fo r inte g ra tio n – sc ho o l-wide , c la ssro o m, e tc .
• Building re la tio nships
• Atta c hme nt a nd e ng a g e me nt
• Stre ng ths-b a se d

Sha ring o f PBI S F ra me wo rk a nd I nte g ra te d Pra c tic e s

• PBI

S a s the umb re lla , with the b le nding o f Se lf-Re g ula tio n, So c ia l a nd E mo tio na l L e a rning , T ra uma I nfo rme d Ca re , a nd Re sto ra tive Pra c tic e s

• Must fit yo ur sc ho o l a nd c ulture
• We wa nt syste ms to b e c o nne c tive a nd inte ntio na l
• T

he po we r a nd stre ng th o f PBI S b e ing a fra me wo rk!

• T

he g o a l is a lwa ys to c re a te pre dic ta b le , c o nsiste nt, po sitive , a nd sa fe e nviro nme nts tha t a re e ffe c tive a nd e q uita b le !!!

An E xa mple

F ina l Wra p-Up

• T

ho ug hts/ Que stio ns a b o ut the fra me wo rk o f PBI S a nd c o nne c ting o the r pra c tic e s? ?

• Ma king c o nne c tio ns fo r tho se do ing the wo rk is c ritic a l – yo ur sc ho o l’ s fra me wo rk
• I

mpo rta nc e to re vie w da ta , prio ritize yo ur b uilding ’ s ne e ds, a nd ma ke de c isio ns fro m the re

• Be tte r to do a fe w thing s we ll, tha n do ma ny thing s no t so we ll

T ha nk yo u fo r pa rtic ipa ting to da y!

T ha nk yo u fo r c o ming !

• Any fina l tho ug hts o r c o mme nts….