OBJECTIVES FOR THE LTSD TRAUMA-INFORMED APPROACH PLAN

• Designated individual(s) to oversee implementation (Trauma Counselor)

• Use of a multi-tiered system of supports (i.e. PBIS) as a guiding framework

• Coordination of services based on need

• Provide trauma-informed services

• Address secondary trauma

• Utilize evidence-based approaches for trainings, programs, and policies

• Provide professional development to staff on trauma-informed strategies and self-care

The PA Model Trauma-Informed Approach (TIA) Plan

The Pennsylvania Model Trauma-Informed Approach Plan (Ramsey & Myers, 2019) was released in August 2019 to all Pennsylvania school districts. This document provides guidance to school districts on planning, implementing, and sustaining trauma-informed school approaches, while also acknowledging the need for ongoing evaluation and continuous improvement. A trauma-informed approach is defined as a school-wide approach to education and includes a classroom-based approach to student learning which recognizes the signs and symptoms of trauma and responds appropriately (Ramsey & Myers, 2019). Knowledge of trauma must be integrated into policies, professional learning, procedures, and practices for both recognizing the presence and onset of trauma, as well as resisting the reoccurrence of trauma, and promoting resiliency tailored to a district’s climate, culture, demographics, and greater community.

Trauma-informed school communities utilize a systems approach to foster a supportive learning environment, which begins with promoting awareness and understanding of trauma for staff to create a comprehensive response to trauma to provide “universal, selected, and targeted strategies to more effectively meet the educational needs of students who have been impacted by trauma” (Ramsey & Myers, 2019, p. 5). In the school setting, trauma can impact students in a variety of ways, making learning difficult, limiting executive functioning and effectively engaging in classroom instruction, and negatively impacting communication and the development of healthy, trusting relationships. The trauma-informed approach to education includes ten essential elements for school districts to consider: (1) identifying and assessing traumatic stress; (2) addressing and treating traumatic stress; (3) teaching trauma education and awareness; (4) having partnerships with students and families; (5) creating a trauma-informed learning environment (including social-emotional skills and wellness); (6) being culturally responsive and inclusive; (7) integrating emergency management and crisis response; (8) understanding and addressing staff self-care and secondary trauma; (9) evaluating and revising school discipline policies and practices; and (10) collaborating across systems and establishing community partnerships (Ramsey & Myers, 2019).

The Pennsylvania Commission on Crime and Delinquency’s School Safety and Security Committee issued guidelines for school districts to implement the trauma-informed approach. A set of recommended and required guidelines for districts was established to aid in developing specific trauma-informed approach plans. The goals for a Trauma-Informed School and Counseling Services Program can be outlined to align with the requirements of the state initiative, with additional objectives given consideration in the future. Goals for the Trauma-Informed School and Counseling Services Program include: designation of individual(s) to oversee implementation; coordination of services based on need; ensuring trauma-informed services and addressing secondary trauma; utilizing evidence-based approaches for trainings, programs, and policies; selecting and providing professional development and trainings; and align program within a multi-tiered system of support (i.e. integrating the TIA with PBIS).