Trauma-Informed School Programming

By: Anna Berardi   Brenda Morton  

This workshop focuses on responding to the effects of relational and socio-political trauma within K12 and higher education settings using Trauma-Informed School Programming (TISP). Traumatized students must prepare for their futures, but social and academic engagement is often exceedingly difficult due to invisible side effects. The data emerging from the International and United States versions of the Adverse Childhood Events (ACE) survey has sounded a startling alarm regarding the impact of trauma as it interferes with psychosocial development across the lifespan. In response, TISP is an integration of neurobiology, traumatology, attachment and cognitive developmental theories to help traumatized persons achieve a sense of safety and stabilization. This is prerequisite to accessing higher order cognitive processes involved in learning and social engagement. Its principles are applicable to all students regardless of age or type of trauma interfering with functioning. The presenters will introduce case examples of the model’s application in both k12 and university settings in the United States and Estonia. Examples include trauma related to economic marginalization and violence due to national immigration and race-based policies, and war. ACE data suggests that well over 50% of the world’s population is at risk of suffering the consequences of unmitigated trauma caused by abuse, catastrophes, or socio-political violence. TISP provides a way for educational settings to tend to trauma-based wounds in order that those already disadvantaged by acts of neglect and aggression can create needed resiliencies to survive and thrive.

Trauma-Informed, K12 Education, Higher Education
Education and Learning in a World of Difference
Workshop Presentation

Dr. Anna Berardi

Professor, School of Education, George Fox University, United States
Oregon, United States

Anna is the director of the Trauma Response Institute, and a professor of marriage and family therapy in the School of Education at George Fox University. She is a practicing psychotherapist and a local and international disaster relief volunteer. Anna's publications include journal articles and book chapters focusing on social justice and trauma. Her work emphasizes an ecosystemic view of relational health, grounded in principles of fidelity (trustworthiness) and mutuality informed by ethics of care and social justice as one engages in relationship with self, other, and the physical environment. She invites students to explore how various social systems, including faith-based communities, can undermine or facilitate these processes. Anna earned an MA and a PhD in marriage and family therapy, as well as an MA in theology.

Brenda Morton

George Fox University

Brenda is an Associate Professor in the School of Education at George Fox University. She is also the Co-Director of the Trauma-Informed School Programming Certification program.