Expert Interviews

Helping students feel safe is a hall mark of trauma informed education. For some children, feeling safe in relationships is difficult. Well intentioned teachers often fall short in the skills required to communicate and reinforce a sense of trust amongst these students. In this episode, we speak with Dr. Kim Golding about her new book, 'Working with Relational Trauma in Schools'.

Educating students with blocked trust with Dr. Kim Golding

Sports and physical education often provide students experiences of success and efficacy that they may be lacking in other areas of their educational experience. How can physical education capitalize on trauma-informed practices? In this episode, we speak with Dr. Douglas Ellison. He is an assistant professor of Physical Education in the School of Teaching, Learning and Curriculum Studies at Kent University. Dr. Ellison discusses the Teaching Personal and Social Responsibility (TPSR) model of trauma-informed practice in physical education.

Trauma Informed Physical Education with Douglas Ellison

Implementation of trauma-informed practices in schools requires a whole of school approach, endorsed and reinforced by leaders at the school.  In part one of this three-part series on trauma-informed education leadership, we speak with Elizabeth Verstappen - former principal of Sadadeen Primary School in Australia. The school has implemented the Trauma-Informed Behaviour Support program over a four-year period and has been the pilot site for the evaluation of the program.

Trauma Informed Leadership with Elizabeth Verstappen (Pt 1)

The implementation of trauma-informed practices in schools requires leaders to attend to the safety and wellbeing of their staff, just as much as they attend to these needs in their students. So how can trauma-informed practices help with caring for teachers, and maintaining group cohesion amongst staff? In the second episode of this three-part series on trauma-informed leadership, we speak with Elizabeth Verstappen. Elizabeth was previously the principal of the Sadadeen State Primary School in Alice Springs, Australia. In this episode, Elizabeth discusses practices that help teachers build skills in relational pedagogy, and support both the personal and professional growth of her staff.

Care and Compassion for Teachers with Elizabeth Verstappen (Pt 2)

Despite trauma-informed education gaining credibility and popularity, educational leaders continue to battle systems to implement innovative and evidence-informed practices. The relentless advocacy for staff and students pushes principals to grow – both professionally and personally. So how do leaders sustain this work? In the third and final episode of this three-part series on trauma-informed leadership, we speak with Elizabeth Verstappen. Elizabeth was previously the principal of the Sadadeen State Primary School in Alice Springs, Australia. In this episode, Elizabeth shares how trauma-informed practices have influenced her beliefs and practice in education, and how leaders looking to embark on implementing trauma pedagogy can traverse the challenges they may face.

Bringing Your Whole Self to Leadership with Elizabeth Verstappen (Pt 3)

Some students find it difficult to engage in their learning. Emotional and cognitive difficulties can affect a student’s motivation to learn and may make it difficult for them to participate in class-based educational activities. Music is a unique medium of engagement and creative communication. There is a growing body of research has emerged that sheds new light on intriguing links between music and a variety of cognitive functions, including temporal order learning, attention and auditory verbal memory
Today we have the privilege of speaking with, Dr. Karen Salvador. Dr. Salvador is an Assistant Professor of Music Education at Michigan State University’s College of Music, where she teaches courses regarding music in early childhood and elementary general music as well as graduate seminars in music education psychology and research. Her research is focused on ability-responsive music instruction, and aligning culturally responsive and trauma informed pedagogies in music teaching. 
Dr. Salvador is joined by her PhD student, Rebecca DeWan. Rebecca earned a Master’s degree in Choral Conducting and a bachelor’s degree in music education from the University of Southern Maine. She taught music in Maine for 13 years before beginning her doctoral work. Through her research, she is exploring anti-racist education and working to incorporate trauma-informed practices into the music classroom.

Trauma Informed Music Education with Karen Salvador and Rebecca DeWan

The call for trauma-informed education is growing as the profound impact trauma has on the children’s ability to learn in traditional classrooms is recognized. For children who have experienced abuse and neglect their behaviour is often highly reactive, aggressive, withdrawn or unmotivated. They struggle to learn, to make positive relationships or be influenced positively by teachers and school staff. Teachers become more and more frustrated and discouraged as they attempt to teach this vulnerable group of students. Dr. Sian Philips. Dr Phillips is an Adjunct Professor at Queens University and is currently involved in helping her local school boards develop trauma-informed classrooms and schools using Dan Hughes's model of Dyadic Developmental Practice. She is also a clinical psychologist in private practice in Kingston, Ontario, Canada. She specialises in working with children in foster care and their foster and adoptive parents. Dr. Philips is the co-author of the book ‘Belonging: A relationship-based approach for trauma-informed education.

Belonging and Coregulation in the Classroom with Dr. Sian Philips

Bearing witness to the emotional pain and challenges of students can take its toll on educators. Under pressure to support students, teachers may be forced to confront their own social and emotional challenges. The social neuroscience of education shed light on experiences and needs linked to the common humanity we share with our students. In this episode, we speak to Megan Marcus. Megan holds a B.A. in Psychology from the University of California at Berkeley and a Master’s degree in Psychology from Pepperdine University. While at
Pepperdine, Megan studied under Dr. Louis Cozolino and served as the lead researcher for his book, The Social Neuroscience of Education.

Emotionally Intelligent Educators with Megan Marcus

Louise Michelle Bombèr is qualified as both a specialist teacher, a therapist and a Dyadic Developmental Psychotherapy (DDP) certified practitioner. She has worked with individual pupils, classes, whole school settings, local authorities, teachers and support staff across both the primary and secondary phases. She has provided consultations and training for education, social services and health. She has set up TouchBase™ Brighton and TouchBase™ Bristol. Louise and her team offer a range of services supporting children and young people who have experienced significant relational traumas and losses.  She is the author of several best-selling books, including  ‘Inside I’m Hurting’, ‘Knew Me to Teach Me’ and ‘Settling Troubled Pupils to Learn: Why Relationships Matter in School’.

Differentiated Discipline with Louise Michelle Bomber

A Relationship-Based Approach to Supporting Students with Deni Melim

Joanna Schwartz holds a Master of Education, and a Master of Counseling with a concentration in holistic studies. Joanna is the founder of Toolbox for Teachers an organization that provides workshops on the topics of mental health in schools, social and emotional learning, trauma informed education and mindfulness. Joanna’s interest in providing professional development for educators comes from her experiences as a K-8 teacher in Philadelphia, her years of mindfulness practice, and experience as a child and family therapist. Joanna has written a new book, to be published in August this year 2021 called The Teacher Toolbox for a Calm and Connected Classroom: Teacher-friendly Mental Health Strategies to Help You and Your Students Thrive.

Trauma Informed Tools for Teachers with Joanna Schwartz

Dr Michael Gaskell is the Principal of Hammarskjold Middle School in East Brunswick, New Jersey, USA. Michael writes extensively on school culture, trauma, and educational leadership, he is a mentor to new principals through the New Jersey Leaders to Leaders program and regularly presents on topics relevant to today’s educators. Michael has written two books, Microstrategy Magic and just published in September this year, his second book titled Leading Schools Through Trauma A Data-Driven Approach to Helping Children Heal.

Data Driven Approaches to Trauma Informed Education with Mike Gaskell

Prof. Sandra Chafouleas is a  Board of Trustees Distinguished Professor and Neag Endowed Professor in the Department of Educational Psychology within the Neag School of Education. She also serves as the founder and 
Co-Director of the UConn Collaboratory on School and Child Health (CSCH). She has authored over 150 publications, and regularly serves as a national presenter and invited speaker. She is a fellow in both the American Psychological Association and Association for Psychological Science, and is and Invited Member and Past-President of the Society for the Study of School Psychology. Prof. Chafouleas’s work on trauma-informed education are amongst the most highly cited scholarly works in the field. Prof Chafouleas and her team’s recent publication, ‘Adverse Childhood Experiences 
(ACEs): Translation into Action in K12 Education Settings’ highlights the challenges and future areas of enquiry in the area of trauma informed education.

Multi-tiered Trauma Informed Support with Prof. Sandra Chafouleas

Welcome to the TIPBS Podcast! Episode 2 is a interview with Dr. Dave Ziegler. He is psychologist and founder of 'Jasper Mountain' - a wold renowned facilitate for children and young people with trauma. Listen to Dr. Ziegler share practical insights of trauma-informed practice in schools. www.tipbs.com

2 | Helping Traumatised Children Learn with Dr. Dave Ziegler

Welcome to the TIPBS Podcast! Episode 3 is a interview with Dr. Judith Cohen. She is psychiatrist and creator of the 'Trauma Foused Cognitive Behavioral Therapy' program - the most researched and evidence-based treatment for children and young people with trauma. Listen to Dr. Cohen share practical insights of trauma-informed practice in schools. For more, visit www.tipbs.com

3 | Impact of Traumatic Grief on Learning with Dr. Judith Cohen

Welcome to the TIPBS Podcast! Episode 7 is a interview with Dr. Raul Silva, child and adolescent psychiatrist. Listen to Dr. Silva share fascinating insights from working with children and families in New York following 9/11 and his research into the risks, resilience and recovery of these children. For more, visit www.tipbs.com

7 | Recovering from 9/11 with Dr. Raul Silva

Welcome to the TIPBS Bookclub! In this episode, we review Chapter 8 of the book 'Teaching the Child on the Trauma Continuum' by Betsy De Thierry. Packed with practical strategies, we both the "what" and "how" of implementing these classroom management techniques.

11 | Classroom Strategies to Reduce Stress

Welcome to the TIPBS Podcast! Episode 13 is a interview with Betsy De Thierry. She is psychotherapist and teacher in the United Kingdom. Betsy is the author of the book 'Teaching the Child on the Trauma Continuum'.  Listen to Betsy share practical insights into the skills of therapeutic classroom management. www.tipbs.com

13 | Therapeutic Classroom Management with Betsy De Thierry

Welcome to the TIPBS Podcast! Episode 14 is a interview with Tom Brunzell. Tom is a teacher and the author of 'Trauma Informed Positive Education' that wrote with Dr. Martin Seligman and Dr. Angela Duckworth of Stanford University. Tom works with Berry Street in Melbourne, Australia and shares incredibly practical advice and strategies for educators. www.tipbs.com

14 | Positive Psychology and the Challenging Students with Tom Brunzell

In this series, we review the book, 'The Whole Brain Child' by Daniel Siegal and Tina Payne Bryson. In the Chapter 3, we review strategies to engage the upstairs and downstairs parts of the brain in when dealing with conflict and tantrums with students. Learn more about the strategies 'Engage, Don't Enrage' and 'Move it or Lose it'.

23 | Strategies to Manage Classroom Tantrums

Episode 25 is an interview with psychotherapist and parent educator, Bryan Post. Bryan Post is one of America’s foremost child behaviour experts and founder of the Post Institute. The Post Institute works with adults, children and families struggling with early life trauma and the impact on the development of the mind and body. www.tipbs.com

25 | Growing from Childhood Trauma with Bryan Post

Episode 27 is an interview with educator and occupational therapist, Leah Kuypers. Leah has practiced as an Occupational Therapist and specialist in school and clinical settings, specialising in self-regulation and social learning, and has worked with students of all ages and challenges, including anxiety, ADHD, and ASD. Leah created The Zones of Regulation®, a concept designed to teach self-regulation, and is author of the book and app by the same name.  www.tipbs.com

27 | Teaching Self-Regulation with Leah Kuypers

In this episode, we interview Dr. Guy Macpherson. Dr. Macpherson is a psychologist specializing in the treatment of trauma and early psychosis. Over the last several years, Guy has dedicated himself to the study of trauma psychology, trauma therapy, post-traumatic growth, and most recently, the intersection of trauma and psychosis, specifically the signs of early psychosis.Guy is the host of the Trauma Therapist Podcast, which brings together seasoned professionals in the fields of trauma, addiction, mindfulness and yoga, to educate and inspire those just beginning their trauma-informed education.To check the show notes for this episode, visit www.tipbs.com Thanks for listening!

43 | Self-Awareness and Trauma Support with Guy Macpherson

In this episode, we interview Erik Gordon, a science teacher from Lincoln High School in Walla Walla, Washington. Erik explains how the school has adopted a trauma-informed approach to curriculum development and disciplinary practices. So much has been said and written about being trauma informed, but what does this look like in practice? Listen to Erik's inspirational and practical insights into implementing trauma informed strategies in a high school environment. 
To check the show notes for this episode, visit www.tipbs.com Thanks for listening!

48 | On Being A Trauma Informed Teacher with Erik Gordon

As teachers, we are often at the mercy of the leadership we work under. We are often required to adopt practices and approaches that we may not fully trust or believe in. Despite the promises of every program or approach, the autonomy and judgement of the teachers - the people who know their students the best - is curtailed and distrusted. But what if there was an approach to leadership and practice that was both evidence based, while still allowing the teachers to act on their expertise and skills? Today we speak to James Moffett, principal of the Derby Hills Elementary in Kansas. James embarked on transforming the disciplinary and educational practices of the school to incorporate the research on Adverse Childhood Experiences by focusing on education the whole child, and not just for their academics. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.

71 | Spotlight: Derby Hills Elementary with James Moffett

We speak with Dr. Susan Craig. Susan is a lifelong student of early trauma and its effects on children’s learning. Her teaching experience, as well as years of on- site training and technical assistance to school districts throughout the country, provides the context for her advocacy for trauma-sensitive educational reform. Her books Reaching and Teaching Children Who Hurt: Strategies for Your Classroom (2008) and Trauma-Sensitive Schools: Learning Communities Transforming Children’s Lives (2015) are best sellers among teachers and administrators who use them to guide their efforts to make schools more accessible to children with challenging behaviours. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.

75 | Teaching Students Who Hurt with Susan Craig

Mary Gordon is founder of the Roots of Empathy program in Toronto, Canada. In 2000, she established this international program Roots of Empathy, which now offers programs in elementary schools in around the world. Roots of Empathy is recognized as one of the top evidence-based social and emotional learning programs. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.

Teaching Empathy with Mary Gordon

We live in the age of the brain. With so much written about the impact of childhood trauma on the brain, how do educators put this science to use in the classroom? 
Today we have the privilege of speaking with Dr. Becky Bailey about her ground-breaking Conscious Discipline program. Dr. Becky Bailey is an award-winning author, renowned educator and internationally recognized expert in childhood education and developmental psychology. She is the creator of Conscious Discipline which has impacted an estimated 15.8 million children while inspiring and training more than 3 million educators and caregivers.To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.

Conscious Discipline with Becky Bailey

With the increasing awareness of the benefits of sensory strategies in the classroom, how can we use these strategies in a coherent and meaningful way to get the most impact? Today we speak with Kimberley Hodges.Kimberly has dedicated her career to working with students identified as having severe emotional behavior disorders.  She has worked in the private residential and public-school settings as a behavior specialist, classroom teacher and instructional lead teacher. Kimberly received her Master’s in Special Education from Georgia State University and her Specialist in Education from University of Missouri with a concentration in Mental Health in Schools. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.

Structured Sensory Strategies with Kimberly Hodges

For many of us advocating for trauma informed practices, we may find ourselves isolated in schools that are stressed, under-resourced and punitive. In these systems, compassionate and thoughtful strategies to help students is met with strong opposition and cynicism. So what can be done to change such schools? In this episode, we speak with psychiatrist, Dr. Sandra Bloom. In addition to her faculty position at the School of Public Health at Drexel, she is President of CommunityWorks, an organizational consulting firm committed to the development of nonviolent environments. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com

Trauma Informed School Climate with Dr. Sandra Bloom

Relationships change the brain. The good news from the science and research on brain development is that while our earliest interpersonal experiences may have created unhelpful patterns, new patterns are formed as children develop into adults. Today we speak with Bonnie Badenoch. Bonnie is a master therapist, supervisor, teacher and author who has spent the last 15 years integrating the discoveries of neuroscience into practice. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.

The Science of Calm with Bonnie Badenoch

Teaching methods are now personalised and student-focused, using an array of activities and modalities.Classrooms should now be flexible learning spaces, which enable multiple users to work concurrently with multiple purposes. So how do you incorporate the specific needs of an trauma informed approach into the design of a school? That’s the question the Oklahoma City-based nonprofit organization Positive Tomorrows asked itself when it was daydreaming about a new building that could meet the many needs of its students. Positive Tomorrows has been educating homeless kids and providing social services to families since 1989. Today we speak with Gary Armbruster and Amy Brewer.To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.

Trauma Informed Design with Amy Brewer and Gary Armbruster

Practical, Evidence Based Strategies for Challenging Students.

Trauma Informed Education with Dr. Kay Ayre

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