| ADDRESSING TRAUMA THROUGH THE ARTS APPLICATION
Back by popular demand and now meeting the new CDE requirement for trauma-informed care, The Cultural Office of the Pikes Peak Region (COPPR) invites educators working in schools or community who use the arts in their practice or desire to use the arts in their practice- to apply for a groundbreaking new program. Applicants will be selected for a cohort group that will learn about the effects of trauma on the brain and how that manifests in various classroom settings. The group will then develop arts strategies to address those behaviors and increase student engagement. These strategies will be added to the new Addressing Trauma through the Arts Toolkit developed by the first cohort. Using the lens of the Neurosequential Model of Education, we will study the book A Boy Who Was Raised As A Dog by Bruce Perry to enrich our discussion and strategies. This course fee is $75 to participate, and participants will need to pay for the book (Amazon, Thrift Books) and optional credit. 1 credit is offered through Adams State University for $55 that helps teachers move up on the salary schedule. Please review the course syllabus below.
COURSE DESCRIPTION: This course is for educators who want to explore arts modalities to addressing trauma behaviors in the classroom. This class will empower educators to use the arts in order to create classrooms that are impactful for learning, build community and create change.
In this course, teachers will refine arts modalities to meet the needs of their students through implementing strategies from the Neurosequential Model of Education (NME.) NME was developed by Bruce Perry, the founder of the Neurosequential Model Network, which is deemed a biologically sound and relationally rich approach to addressing trauma in children, families and communities. We will asynchronously read the book The Boy Who Was Raised As A Dog by Bruce Perry and Maia Szalavitz, then meet in person to unpack what we read and create an arsenal of artistic approaches to trauma which will be added to the already developed and growing Addressing Trauma through the Arts toolkit. Educators will be able to build upon their own artistic skills as well as develop new ones.
This course is appropriate for arts teachers, teaching artists, administrators, counselors and those seeking trauma-informed strategies for their work.
Trigger warning: This program can trigger trauma in us as educators as well. It may bring up past traumatic experiences. Please make sure you have the support needed to cope with any traumatic experiences that may arise. INSTRUCTORS Paula Hergert, M.A.Ed., Prevention and Policy Specialist Maternal Child Health, El Paso County Public Health Melissa O’Rear, MA, Program Manager of Education, Cultural Office of the Pikes Peak Region COURSE CREDIT: 1 graduate credits/$55 If a participant would like a graduate credit, then they will pay for it through the university with a link provided after accepted into the class DATES and TIMES: (16 Contact Hours) In Person Location: The Cultural Office of the Pikes Peak Region, 287 E. Fountain Blvd., #100, Colorado Springs, CO 80903 Wednesdays from 9-11:30am
June 3rd – Introduction and Chapter 1 June 10th – Chapters 2 and 3 June 17th – Chapter 4 and 5 June 24th – Chapters 6 and 7 July 1st –Chapters 8 and 9 July 8th – Chapters 10, 11, 12 STUDENT LEARNING OUTCOMES: Upon completion of this course, the student will be able to: 1. Recognize that student behavior, developmental deficiencies, and lagging skills can have a root in developmental trauma. 2. Comprehend and interpret the impact of complex trauma on behavior which is a form of communication. 3. Create classroom strategies and artistic techniques for trauma-experiencing students and non-trauma experiencing students 4. Apply classroom strategies that correspond to the sequence of engagement: regulate, relate, reason and reflect as well as the 6 R’s for Regulation and Resiliency from the NME: relational, repetitive, rhythmic, rewarding, relevant, and respectful. 5. Advocate for arts classes by demonstrating the value of how the arts can directly address trauma behaviors in students and create ready-to-learn classrooms. TEXTS, READINGS, INSTRUCTIONAL RESOURCES: Required Text: · Perry, B.D. and Szalavitz, M. (2006). The Boy Who Was Raised as a Dog, And Other Stories from a Child Psychiatrist’s Notebook. What Traumatized Children Can Teach Us About Loss, Love, and Healing. New York, NY: Basic Books. Supplemental Materials: · Insights for Educators: Supporting Mental Wellness with Bruce D. Perry, MD, PhD - YouTube · Stress, Trauma, and the Brain: Insights for Educators Collection | CET/ThinkTV Education | PBS COURSE REQUIREMENTS: In order to receive a Passing grade, the participant must complete the following course requirements: 1. Arts Exercise: Prepare an arts exercise that demonstrate strategies from the NME and bring classmates through the exercise. This will be a small group project. 2. Develop a “Learning Implementation Plan” for integrating arts modalities in your everyday classroom teaching using arts modalities. Use the 6 R’s and specific arts exercises to help frame your plan. Develop 3 implementation plans. 3. Advocate Paper: The administration in your school wants to bring cut funding for the arts in order to implement strategies for trauma-informed care. Write a 2–3-page paper (double-spaced) to your administrator advocating for your arts class and how it can be used as a trauma-informed care option school wide. You may include arts strategies, implementation plans and/or a lesson plan as part of your argument. GRADE DISTRIBUTION AND SCALE: Grade Distribution: Participation 40% Arts Exercise 20% Learning Implementation Plan 20% Advocacy Paper 20% TOTAL 100% |
