therapeutic classroom Archives - Kevin Plummer, PhD https://kevinplummerphd.com/tag/therapeutic-classroom/ School Clinical & Consulting Services Sat, 15 Feb 2025 17:37:09 +0000 en-US hourly 1 https://kevinplummerphd.com/wp-content/uploads/cropped-KP-SCCS-900-1-75x75.png therapeutic classroom Archives - Kevin Plummer, PhD https://kevinplummerphd.com/tag/therapeutic-classroom/ 32 32 We are the Therapeutic Team https://kevinplummerphd.com/we-are-the-therapeutic-team/?utm_source=rss&utm_medium=rss&utm_campaign=we-are-the-therapeutic-team Sat, 15 Feb 2025 17:36:27 +0000 https://kevinplummerphd.com/?p=3399 changing the trajectory of life We know what the children are saying even when they are saying something else, and we know how they are feeling about it well before they recognize it themselves. We are the inventors of what to do when nobody knows what to do, and the doers of what must be […]

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]]> changing the trajectory of life

We know what the children are saying even when they are saying something else, and we know how they are feeling about it well before they recognize it themselves. We are the inventors of what to do when nobody knows what to do, and the doers of what must be done when no one else can do it or no one else wants to do it. We advocate for the kiddos who need us most at a time when their options are most limited. Sometimes we are the only ones who see what is possible, so we lead by example, with quiet strength, boundless creativity, and an unyielding determination. Drawing from deep reserves of our own resilience, we try again, and again, and again, to change the trajectory of life for each young student within the therapeutic classroom community.

You have some precious souls in your room, all trying to be somebody, all struggling with themselves and the world, trying to trust someone and believe in themselves, and with you as their teacher they are in the best possible hands. I appreciate what you do.

 

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]]> Trauma-impacted Students: Guide to Materials https://kevinplummerphd.com/trauma-guide-to-materials/?utm_source=rss&utm_medium=rss&utm_campaign=trauma-guide-to-materials Fri, 14 Aug 2020 05:05:29 +0000 https://kevinplummerphd.com/?p=1925 The following is a list of materials to understand and support trauma-impacted students in the classroom. The primary objective in supporting children who are impacted by trauma is to keep them from being triggered for as long as possible throughout the school day (and to help them recover quickly from any triggered stress responses), so […]

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]]> The following is a list of materials to understand and support trauma-impacted students in the classroom.

The primary objective in supporting children who are impacted by trauma is to keep them from being triggered for as long as possible throughout the school day (and to help them recover quickly from any triggered stress responses), so they can have an opportunity to more fully engage in learning, develop a stronger sense of positive identity, build valued relationships with significant adults, make lasting friends, and become an important part of the school community…

Primary Article

Helping Trauma-impacted Students in School

Video Seminar

Supporting Trauma-impacted Students in the Classroom

Additional Materials

Causes of Trauma in Children
Childhood Protective Factors
Classroom Circumstances That Impact
Impact of Trauma at School
Definition of “Trauma Supportive” at School

The Majestic Monkhood: Treatment of the Delicate and the Sensitive

 

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]]> Circumstances in the Classroom That Can Adversely Affect Children Who Have Been Impacted by Trauma https://kevinplummerphd.com/circumstances-in-the-classroom-that-can-adversely-affect-children-who-have-been-impacted-by-trauma/?utm_source=rss&utm_medium=rss&utm_campaign=circumstances-in-the-classroom-that-can-adversely-affect-children-who-have-been-impacted-by-trauma Thu, 13 Aug 2020 17:39:34 +0000 https://kevinplummerphd.com/?p=1966 Children who have been impacted by trauma have brains and bodies that are primed to react quickly —to feel threatened—even in experiences that appear benign.  New experiences, new encounters, new relationships are easily contaminated by the trauma of the past. Below are some school and classroom circumstances that are more likely to trigger a trauma […]

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]]> Children who have been impacted by trauma have brains and bodies that are primed to react quickly —to feel threatened—even in experiences that appear benign.  New experiences, new encounters, new relationships are easily contaminated by the trauma of the past. Below are some school and classroom circumstances that are more likely to trigger a trauma response from students who have been impacted by trauma…

Please also see our guide to materials on this topic.

Direct link: Classroom Circumstances That Impact

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]]> Protective and Vulnerability Factors in Children’s Response to Trauma https://kevinplummerphd.com/protective-and-vulnerability-factors-in-childrens-response-to-trauma/?utm_source=rss&utm_medium=rss&utm_campaign=protective-and-vulnerability-factors-in-childrens-response-to-trauma Thu, 13 Aug 2020 17:30:56 +0000 https://kevinplummerphd.com/?p=1960 Protective factors can contribute significantly to children’s ability to successfully cope with the circumstances or recover from them more quickly and with fewer harmful social and emotional consequences. Vulnerability factors can worsen the impact of traumatic events or circumstances, extend the recovery time, and create further complications… Please also see our guide to materials on […]

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]]> Protective factors can contribute significantly to children’s ability to successfully cope with the circumstances or recover from them more quickly and with fewer harmful social and emotional consequences. Vulnerability factors can worsen the impact of traumatic events or circumstances, extend the recovery time, and create further complications…

Please also see our guide to materials on this topic.

Direct link: Childhood Protective Factors

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]]> Circumstances or Events That Can Cause Children to Develop a Trauma Response https://kevinplummerphd.com/circumstances-or-events-that-can-cause-children-to-develop-a-trauma-response/?utm_source=rss&utm_medium=rss&utm_campaign=circumstances-or-events-that-can-cause-children-to-develop-a-trauma-response Thu, 13 Aug 2020 17:22:03 +0000 https://kevinplummerphd.com/?p=1950 Nearly 50% of all children have experienced one or more of these circumstances or events, and many have experienced them in chronic, unrelenting fashion. Not every child who deals with these circumstances will develop an impactful trauma response. The impact of trauma varies depending on how frequent, how threatening, how chronic or unrelenting the circumstances […]

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]]> Nearly 50% of all children have experienced one or more of these circumstances or events, and many have experienced them in chronic, unrelenting fashion. Not every child who deals with these circumstances will develop an impactful trauma response. The impact of trauma varies depending on how frequent, how threatening, how chronic or unrelenting the circumstances are, and the individual’s sense of vulnerability and/or loss of control…
 
Please also see our guide to materials on this topic.

Direct link: Causes of Trauma in Children

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]]> The Impact of Childhood Complex Trauma on School Functioning https://kevinplummerphd.com/the-impact-of-childhood-complex-trauma-on-school-functioning/?utm_source=rss&utm_medium=rss&utm_campaign=the-impact-of-childhood-complex-trauma-on-school-functioning Thu, 13 Aug 2020 16:28:39 +0000 https://kevinplummerphd.com/?p=1940 This article details the physiological, emotional, psychological, and cognitive impacts of complex trauma such as: Unregulated Stress Response System; Impaired Attention; Focus and Concentration; Memory Problems; Thinking, Reasoning, Learning Problems; Impaired Perception; Dissociation;  Insecure Attachment; Emotional Regulation Problems; Over Exerting Control; and Poor Self-Concept.  Please also see our guide to materials on this topic. Direct […]

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]]> This article details the physiological, emotional, psychological, and cognitive impacts of complex trauma such as: Unregulated Stress Response System; Impaired Attention; Focus and Concentration; Memory Problems; Thinking, Reasoning, Learning Problems; Impaired Perception; Dissociation;  Insecure Attachment; Emotional Regulation Problems; Over Exerting Control; and Poor Self-Concept.  Please also see our guide to materials on this topic.

Direct Link: Impact of Trauma at School

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]]> Definition of “Trauma Supportive” at School https://kevinplummerphd.com/definition-of-trauma-informed-at-school/?utm_source=rss&utm_medium=rss&utm_campaign=definition-of-trauma-informed-at-school Thu, 13 Aug 2020 16:12:41 +0000 https://kevinplummerphd.com/?p=1936 Definitions of “trauma supportive” including description of “trauma sensitive” and “trauma informed” school environments. Please also see the Guide to Materials for this Topic. Direct link: Trauma Supportive at School

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]]> Definitions of “trauma supportive” including description of “trauma sensitive” and “trauma informed” school environments. Please also see the Guide to Materials for this Topic.
Direct link: Trauma Supportive at School

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]]> Therapeutic Communication https://kevinplummerphd.com/therapeutic-communication/?utm_source=rss&utm_medium=rss&utm_campaign=therapeutic-communication Thu, 22 Aug 2019 16:00:27 +0000 http://kevinplummerphd.com/?p=1500 Build positive relationships and increase student motivation. This comprehensive guide (2019) includes information about: Talk Less and Show More—Visual Support of the Verbal Message; The Language of Routine; Improving Comprehension of the Nuances of Routine with Visual Communication;  Words Reflect the Relationship; Words for Reinforcement and Effective Positive Feedback ; Words for Memory Building and […]

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]]> Build positive relationships and increase student motivation.

This comprehensive guide (2019) includes information about:

Talk Less and Show More—Visual Support of the Verbal Message; The Language of Routine; Improving Comprehension of the Nuances of Routine with Visual Communication;  Words Reflect the Relationship; Words for Reinforcement and Effective Positive Feedback ; Words for Memory Building and Perception Management; Words Can Show You Are Attuned…

See Also: Words to Reframe Irrational and Self-destructive Thinking

Direct pdf download

Related Articles:

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]]> Safe Room Protocol and Guidelines https://kevinplummerphd.com/safe-room-protocol-and-guidelines/?utm_source=rss&utm_medium=rss&utm_campaign=safe-room-protocol-and-guidelines Tue, 20 Aug 2019 14:39:19 +0000 https://kevinplummerphd.com/?p=1882 The safe room is the last stage of de-escalation, and only implemented because the student cannot be kept safe by a less restrictive means. It is only used, then, when a student is unsafe and for only the amount of time it takes to achieve a safe state with that student. The safe room is […]

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]]> The safe room is the last stage of de-escalation, and only implemented because the student cannot be kept safe by a less restrictive means. It is only used, then, when a student is unsafe and for only the amount of time it takes to achieve a safe state with that student.

The safe room is only for safety issues, not for punitive reasons or for corrective consequences. Therefore, the safe room should not be used as an intervention…

Please also see other safe room articles here.

direct link: Safe Room Guidelines

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]]> Distress Tolerance – Guide to Materials https://kevinplummerphd.com/distress-tolerance-guide-to-materials/?utm_source=rss&utm_medium=rss&utm_campaign=distress-tolerance-guide-to-materials Wed, 07 Aug 2019 15:42:32 +0000 https://kevinplummerphd.com/?p=1914 Many students have trouble tolerating frustration and managing stress. They react in extreme ways to what others might consider minor or typical challenges. For these students, the day is difficult because it is full of exaggerated obstacles, challenges that other students don’t experience because they handle those situations with more ease. Once students develop greater […]

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]]> Many students have trouble tolerating frustration and managing stress. They react in extreme ways to what others might consider minor or typical challenges. For these students, the day is difficult because it is full of exaggerated obstacles, challenges that other students don’t experience because they handle those situations with more ease.

Once students develop greater distress tolerance (more able to continue working while experiencing feelings of discomfort), they become more successful in those challenging situations and those situations eventually trigger much less distress…

Additional Credit: Caitlin Bellavance for development of some of the materials in this section.

Developing Distress Tolerance (primary article)
Please see also:
Distress Scale (visual chart)
Frustration/Stress Story (comprehension guide)
Frustration Fingerprint (visual chart)
Frustration Fingerprint II (narrative)
Frustration Strategies (visual chart)
Frustration Strategies II (visual chart)
Frustration Strategies III (visual chart)
Visual Task Schedule (visual chart)
Making an Adjustment (comprehension guide)
Try Hard Program – Visual Feedback
Distress Support Plan
Upset Scale
Worn Out Fingerprint
Worn Out Rating Scale

 

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]]> Important Things to Remember About Memory https://kevinplummerphd.com/important-things-to-remember-about-memory/?utm_source=rss&utm_medium=rss&utm_campaign=important-things-to-remember-about-memory Thu, 09 Aug 2018 14:26:42 +0000 https://kevinplummerphd.com/?p=1874 We all believe we’re providing meaningful learning experiences for students, but if we don’t have a clear understanding of the student’s memory of the actual experience, and we don’t have a clear understanding of their prior memories and the impact of those on their current perception, and we’re not doing anything strategic to help them […]

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]]> We all believe we’re providing meaningful learning experiences for students, but if we don’t have a clear understanding of the student’s memory of the actual experience, and we don’t have a clear understanding of their prior memories and the impact of those on their current perception, and we’re not doing anything strategic to help them make an accurate memory of the current experience, we’re providing more of a random experience than a meaningful experience, and only by chance or by excessive repetition would the experience make a difference the next time…

Also see the following two articles:
Relationship Between Mood, Memory, Perception and Behavior
The Role of Memory in the Manifestation of Behavior

direct link: Important Things About Memory

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]]> Think Time Protocol and Guidelines https://kevinplummerphd.com/think-time-protocol-and-guidelines/?utm_source=rss&utm_medium=rss&utm_campaign=think-time-protocol-and-guidelines Tue, 07 Aug 2018 15:01:22 +0000 https://kevinplummerphd.com/?p=1898 Think time is a form of time out, where the primary objective is to have students engage in a self-control exercise while experiencing a “no reward condition” for a prescribed period of time, while thinking about their behavior and about options that would be better for them. Time out refers to the practice of excluding […]

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]]> Think time is a form of time out, where the primary objective is to have students engage in a self-control exercise while experiencing a “no reward condition” for a prescribed period of time, while thinking about their behavior and about options that would be better for them. Time out refers to the practice of excluding the student from reward for a brief period of time. Reward could be social, personal approval from adults, attention, and tangible/concrete reinforcement…

For more information also see:
Time Out Guidelines & Training
Think Time VisualExamples

Direct links: Think TimeThink Time Visual

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