.

Vignettes
I. Lesson Plan
a. Purpose: Demonstrate and work as a group to review vignettes and brainstorm
intervention strategies. This portion of the training focuses on the application of the
domains, principles, strategies and other information found in "The Heart of
Learning and Teaching: Compassion, Resiliency, and Academic Success."
b. Objectives:
i. Wrap-Up Training with vignettes
c. Time: 90 – 120 minutes
d. Preparation/Materials
i. PowerPoint Slides, Computer, LCD Projector, Easel, Flip Chart, Markers,
paper hand-outs of vignettes, set up hyperlink to YouTube videos.

II. Training Session Content

a. PowerPoint Slides
Slide V-1: Introduction: The Heart of Learning and Teaching vignettes
Slide V-2: Vignette #1
Slide V-3: Self-Care: “Beyond the Cliff,” Laura van Dernoot Lipsky
Slide V-4: Self-Care: Activity
Slide V-5: Vignette #2
Slide V-6: Adverse Childhood Experiences
Slide V-7: “Anger- Coach Kids Through It!”, Becky Baily
Slide V-8: An Ethical Obligation for Those Who Care
Slide V-9: Vignette #3
Slide V-10: “Every Kid Needs a Champion”, Rita Pierson
Slide V-11: Vignette #4
Slide V-12: “Every Kid is One Caring Adult Away”, Josh Shipp
Slide V-13: Activity
Slide V-14: Closing Slide

III. Activities and Directions

a. Agenda for Participants
i. Apply Principles of Training
1. Discuss Strategies with colleagues

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IV. Reflection and Application
a. Reflection Questions
i. What did you learn (or re-learn) about children, youth and implications for
Compassionate Classrooms?
ii. What personal or professional experience have you had dealing with
adversity and stress in the classroom?
iii. How have these experiences impacted you?
b. Application Questions
i. What can you do in the future to remain sensitive to the need of students
impaired by trauma?
ii. What team supports can be put into place to support teachers in
implementing Compassionate Classrooms?
iii. How has or can this experience impact your practice in the future?

V. Additional Resources Available on Flash Drive

a. Additional Printed Materials Resource on Drive
i. Vignette Resources from:
Framingham Public Schools Teachers’ Strategies Guide for Working with Children
Exposed to Trauma, 3rd Edition, Framingham Public Schools, 2008

Authors
Jacob Berson, Physical Education Teacher, Stapleton Elementary School
Laura Goldman, 5th Grade Teacher, Barbieri Elementary School
Michaela Rosewell, [Link]., 3rd Grade Special Educator, McCarthy Elementary School
Tammy Sanders, M.S., CCC-SLP, Speech & Language Pathologist, Hemenway
Elementary School
Virginia Stagg, 5th Grade Teacher, Barbieri Elementary School
Anne Sullivan, [Link]., Literacy Specialist, Charlotte A. Dunning Elementary School
Geralyn Thompson, [Link]., Special Education Preschool Teacher, B.L.O.C.K.S.
Preschool

Editors
Jessica P. Greenwald O’Brien, Ph.D., Trauma Consultant
Laurie Burnett, [Link]., McKinney-Vento and Safe & Supportive Learning
Environments Grant Program Coordinator

VI. Materials Needed for this training:

 Trainer and Participant Manuals (including access to “The Heart of Learning and
Teaching”)
 PowerPoint
 Markers
 Adhesive easel pad
 Post-it notes

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Slide V-1: Introduction to Practice Vignettes
Trainer Tips: Ensure participants are seated in table groups for vignette discussion.

What to Do, What to Say:

Do: Use this time to reflect on past chapters.

Say: In 1987, Gertrude Morrow wrote ‘The Compassionate School: A practical Guide to
Educating Abused and Traumatized Children’. Her book was among the first to
articulate that the anxiety of traumatized students can create obstacles to learning.
She explained that, "withdrawing, acting out aggressively, and regressing to younger
behaviors are among the many ways students react to trauma."

We are going to practice application of the concepts from "The Heart of Learning and
Teaching." There will be four vignettes that each tie into the chapter concepts we have
covered. Together, we will identify behaviors and brainstorm interventions.

Do not hesitate to share input, ask questions or utilize the parking lot. Our first
vignette is on self-care, then we move to elementary school, to middle school, and end
with high school. This activity allows for everyone to participate across the board in
general concepts, but allows you to share specialized information based on your area
of instruction.

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Slide V-2: Vignette #1
Content of this slide adapted from: Framingham Public Schools, 2008
Trainer Tips: Allow for Questions as applicable. Get easels with paper and
markers ready to capture discussion points.

What to Do, What to Say:

Do: Review slide content with participants.

Say: Has anyone had an experience similar to this?
Do: Allow for participation feedback. Repeat responses from participants to make
certain everyone heard.
Say: This vignette is a powerful one. It shifts focus to the potential impacts on staff, students
and parents. As you discuss an intervention and support plan, remember
professionally, there may be role-driven obstacles for teachers. These can include: the
pragmatics of limited time during a school day for breaks, chances to regroup/de-
stress or to communicate with colleagues. Not to mention historic professional beliefs
that dealing with feelings is not part of a teacher’s job or that they should not be
impacted by their personal lives and experiences. Let’s begin to work with our group
members to depict chapter elements this vignette aligns with as well as supports you
could implement in the school.

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Do: Allow time (about 10-15 minutes) for discussion on intervention and support.
Groups can discuss amongst themselves or you may ask each group to share their
work.
Say: Let’s hear your thoughts - any groups volunteer to go first? (Allow for sharing)
The management of stress and vicarious trauma rests with the individual. However, a
trauma responsive school environment, by definition, should help to support its staff
and faculty to deal with these issues. Such a climate can help minimize the initial
impacts of vicarious trauma and bolster resiliency.
As the symptoms and reactions to trauma are similar to those of vicarious and
secondary trauma, so too are the healing strategies. An environment where
professional colleagues know about, acknowledge, support, and respond to the
realities of these stresses can be very helpful to a teacher with a high trauma load in
his/her classroom. Concretely, schools can build in time for teachers to communicate,
plan, process, and strategize both for students and for themselves. Schools can create
opportunities for staff to replenish their energies, feel competent and nurture one
another.
Teachers should be made aware that when stress is too great, they will be supported
for taking care of themselves. Now, which chapter is this vignette from? (Chapter #2
Self-care: An Ethical Obligation for Those Who Care.)
Say: The most well trained professionals cannot predict when internal struggle occurs. If
something in this training or in your work brings up uncomfortable feelings, revives
past or current memories that affect you, you may want to reach out to a professional
or someone you trust. A great resource to clinicians, teachers, administrators, and to
our students is the National Crisis Hotline. It is completely confidential, free of charge,
open 24 hours a day, 7 days a week, and 365 days a year.

Do: Write the National Crisis Hotline telephone number 1-877-235-4525 on the white
board and/or parking lot. Feel free to recommend participants write the number
down on their materials.

Do: Write down chapter numbers on poster paper and write or ask for a volunteer to
record feedback from participants. Make sure the following key points are brought
up and discussed:
Chapter 1: (Trauma, Compassion, and Resiliency; Background and Definitions)
Say: From Chapter 1, "Trauma, Compassion, and Resiliency: Background and Definitions",
when you consider this vignette, what concepts from Chapter 1 can be applied to this
scenario?

Do: Allow for participation feedback. Make sure the following below are covered:

Page | 5 Vignettes- Training Manual

  Compassion requires us to be responsive and relevant.
 Stress may be acute, meaning brief, severe, or chronic.
 How to recognize Vicarious and Secondary Trauma.
 Executive Function, the ability to set and follow through on goals, develop plans,
anticipate consequences. This ability is often lacking in students affected by
trauma.
 Sanctuary Trauma, a reception that is not as supportive as anticipated or needed.
Chapter 2:
Say: Moving on to Chapter 2, "Self-Care: An Ethical Obligation for Those Who Care".
Considering this story, what concepts from Chapter 2 can be applied to this scenario?
Do: Allow for participation feedback. Make sure the following below are covered:
 Compassion Fatigue. Emotional distress, or apathy resulting from the constant
demands of caring for others.
 Burnout. High levels of compassion fatigue may contribute.
 Reflective Practice. An ethical obligation.
 Self-Care. How to manage cost of caring and when to ask for support.
 Silencing Response. Shutting down our abilities to be empathic and demanding,
consciously or unconsciously, that trauma survivors keep their problems to
themselves.
Chapter 3:
Say: Moving on to Chapter 3, ‘Instructional Principles, Curricular Domains and Specific
Strategies for Compassionate Classrooms’. Considering the vignette, what from
Chapter 3 can be applied to this scenario?
Do: Allow for participation feedback. Make sure the following below are covered:
 Attunement: Used to describe the capacity to accurately read the cues of others
and respond appropriately.
 Principle Two: Provide Unconditional Positive Regard.
 Principle Four: Check Assumptions, Observe and Question.
Chapter 4:
Say: Moving on to Chapter 4, ‘Building Compassionate School-Community Partnerships
That Work’’. Considering the vignette, what from Chapter 4 can be applied to this
scenario?
Do: Allow for participation feedback. Make sure the following below are covered:
 Community providers
 School-community partnership
 Mental wellness coordination

Page | 6 Vignettes- Training Manual

  Strength-based problem solving
Say: What are some strategies you might consider?
Support Intervention Ideas:
 Utilize co-workers
 Do a personal self-inventory ‘where am I right now?’
 Practice positive self-talk
 Assign your class a self-busying activity
 Write down/journal your thoughts
 Ask the office to find a substitute or coverage
 Do not be afraid to state you are having difficulty
 If appropriate, disclose to students the generalities of morning events, adapting
appropriate information to age and grade
 Discuss traffic safety with students
Do: Advance the Slide

Page | 7 Vignettes- Training Manual

Slide V-3: Self Care: "Beyond the Cliff" - Laura van Dernoot Lipsky
Trainer Tips: Pre-load the link or right click on the hyperlink to open
[Link]

What to Do, What to Say:

Say: We are going to watch a video from The Director of Trauma Stewardship Institute in
Seattle, WA. This video offers insight into the life of the author of “Trauma
Stewardship”, Laura van Dernoot Lipsky, talking about her own journey discovering
the need for self-care. Her experiences include growing up having lost a mother at a
young age and working at the largest level one trauma center in the Pacific Northwest
which brought her to the realization of the absolute importance of self-care.
Do: Play the hyperlink. Feel free to adjust room lighting if needed for optimal viewing.

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Slide V-4: Self Care: Activity
Trainer Tips: Allow for Questions as applicable. Get easels with paper and
markers ready.

What to Do, What to Say:

Do: Make sure all participants have a writing tool and a piece of paper to journal on.
Say: Let's take five minutes to reflect on positive self-care changes we can make in our life
and professional practice. These changes do not need to be large. It's okay to reach for
low hanging fruit, that which is most apparent and easy, in making changes.
Do: Allow five minutes for participants to journal. Feel free to model reflective practice
and make your own notes for positive self-care.
Say: Does anyone have a self-care suggestion they would be willing to share?
Do: Allow for participant feedback. Be mindful of the time.

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Slide V-5: Vignette # 2
Content of this slide adapted from: Framingham Public Schools, 2008

Trainer Tips: Make eye contact, move through-out the room. Allow for questions,
get easels with paper and markers ready.

What to Do, What to Say:

Do: Review slide content and pass out paper vignette copies to participants. Ask
someone from the group to read it out loud.
Say: As you work within your group, let’s think of intervention strategies and discuss the
best supports for this young student. Remember, each vignette represents key terms
from each chapter in "The Heart of Learning and Teaching" manual.
Do: Allow time (about 10-15 minutes) for collaboration on intervention and support.
Walk from group to group engaging in discussion and clarifying any questions.
Groups can discuss amongst themselves or you may ask each group to share their
collaborative work.
Say: Please bring your attention to the front of the room. Do we have anyone who is willing
to share their insights? Which key terms from the book align with this vignette?

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Do: Write down chapter numbers on poster paper and write or ask for a volunteer to
record feedback from participants. Make sure the following key points are
discussed:
Chapter 1: (Trauma, Compassion, and Resiliency; Background and Definitions)
 Respond with compassion and positive regard. Remember, all behavior is a
form of communication.
 Compassionate Schools are where staff and students learn to be aware of the
challenges faced by others. They respond with support and guidance and do
not judge situations or responses of others.
 Be mindful of other cultures. Recognize and accept differences which
includes self-awareness and potential biases. Increase knowledge of a
student’s culture. Recognize culture, discuss differences, and render
authentic respect.
 Stress is the physical, mental or emotional strain or tension. Stress may be
brief or severe, acute or chronic. However, when it overwhelms an individual
or community, stress can become the foundation of trauma.
Say: There are many potential understandings and solutions to working with Quan. The
following are some examples, but they should not be considered exhaustive.
 Traumatic exposure can produce lasting alterations in the endocrine,
autonomic, and central nervous systems including the function and structure
of the amygdala, corpus callosum, hippocampus, cerebellar vermis, and
cerebral cortex.
 Quan may be experiencing ‘fight or flight’, impairing executive function (the
ability to set and follow-through goals, develop plans, anticipate
consequences, and reflect on the process of doing so). These abilities are
often lacking in children affected by trauma who therefore tend to ‘act
instead of plan’.
 Impulse control can become greatly reduced leading to significant learning
and behavior problems in the classroom that are beyond the ability of the
student to control.
 The Ten Adverse Childhood Experiences (ACE’s)
 Dose-response relationship. Thus, the presence of one increases the
likelihood of another. As the dose gets bigger, the response also gets bigger.
Do: Advance the slide.

Page | 11 Vignettes- Training Manual

Slide V-6: Adverse Childhood Experiences
Trainer Tips: Be mindful of time during open dialogue discussions.

What to Do, What to Say:

Say: While we spend significant time with our students, we do not know what life is like in
their home. ACEs do occur in student lives, but it is important not to draw finite
conclusions and to be open to a variety of possibilities. Using Quan’s vignette from an
objective standpoint, what do you think is going on at home with this student?
Do: Allow time for ideas from participants. Ensure there is no one conclusion drawn
from the conversation. We can never actually know how he views his household.
Advance the slide.

Page | 12 Vignettes- Training Manual

Slide V-7: Anger – Coach Kids Through It!
Trainer Tips: Pre-load the link or right click on the hyperlink to open.

What to Do, What to Say:

Say: Before we move onto Chapter 2, let’s take some time to watch this clip on coaching
kids through anger. It features Dr. Becky Bailey who is known for her work on
Conscious Discipline and Building Resilient Classrooms. This is a clip where you may be
able to identify your past and present personal/professional styles of discipline.
Do: Show video.
Say: Does anyone have any thought you'd like to share about the video?
DO: Wait for responses.
Chapter 2:
Say: Moving on to Chapter 2, ‘Self-Care: An Ethical Obligation for Those Who Care’.
Considering Quan’s story, what from Chapter 2 can be applied to this scenario?
Do: Allow for participation feedback.
Say: If we utilize reflective practice we will continually increase our emotional intelligence.
With emotional intelligence, our reactions can be identified and controlled. How do
you think Quan’s teacher is responding internally versus externally?

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Do: Allow for participation feedback. Make sure the following below are covered:
 Vicarious Trauma if a result of internalizing an event experienced by another.
 Practice Self-Care and develop a Self-Care Plan.
 Reflective practice. Evaluate where you are and take a step back if needed.
Every professional can be triggered or feel overwhelmed. When feeling that
way, it is important to remember self-care and take a breath and pause
before engaging.
 Prevent burn-out! Collaborate with administration and colleagues. Asking for
suggestions and feedback is a great way to gain insight and support.
 Compassion fatigue: is emotional distress, or apathy resulting from the
constant demands of caring for others.
 Resilient Students NEED Resilient Teachers.
Do: Advance the slide.

Page | 14 Vignettes- Training Manual

Slide V-8: An Ethical Obligation for Those Who Care
Trainer Tips: N/A

What to Do, What to Say:

Say: As educators and lifelong learners, it is our duty as defined in the national and state
certification standards to continually grow from our experiences. Following this
guideline can only make us better globally. Continual evaluation and reflection can
and will make us better professionals, community members, friends, partners, and
parents.
Chapter 3:
Say: Moving on to Chapter 3, ‘Instructional Principles, Curricular Domains and Specific
Strategies for Compassionate Classrooms’. Considering Quan’s story, what from
Chapter 3 can be applied to this scenario?
Do: Allow for participation feedback.
Say: Let’s try a brief activity, feel free to call out. Let’s differentiate between a teacher's
reaction versus a teacher’s response.

Page | 15 Vignettes- Training Manual

Do: Allow for participation feedback. Make sure the following below are covered:
 What are the implications of talking to Quan directly to consider whether or not
your objective assumptions about his life are correct and/or to make a more
informed evaluation of what he may need?
 Social skills are needed for students to interact with others in acceptable ways.
Social skills needed for students to survive at home are not always the same
social skills needed to thrive in a classroom.
 Be a relationship coach. Quan is being separated from his peers through his
behavior. Other students see his outburst and may be afraid to engage Quan.
Aligning Quan with peers is beneficial to both sides. It is an opportunity for Quan
to learn from other students and for other students to learn from Quan.
Chapter 4:
Say: Moving on to Chapter 4, ‘Building Compassionate School-Community Partnerships
That Work’’. Considering Quan’s story, what from Chapter 4 can be applied to this
scenario?
Do: Allow for participation feedback. Make sure the following below are covered:
 Community and asset mapping, remember community is a specific area. It
includes families, but also businesses, schools, associations and agencies. What
assets does your community hold that could benefit this situation?
 Needs assessment: What are the needs of Quan and his family and how can these
needs be addressed to better support Quan holistically? How have you learned
what Quan's needs are?
 Forming school/community partnerships.
Say: Consider your home school and community, who from your community could you
partner with to support Quan and his family?
Do: Allow for participation feedback.
Say: What are some strategies you might consider in the classroom?
Classroom Intervention Ideas:
 Visual schedule.
 Deep breathing.
 Positive behavior charts. Quan's teacher implemented ‘5 minute calm down
cards’.
 Provide a quiet space for Quan to de-escalate.
 Use feeling names, ‘say what you see’ you look frustrated or sad.
 Giving Quan ownership of a job.
 Coaching Quan and his peers socially.
 Engage with staff members.
 Connect with Quan’s parents and keep open dialogue.

Page | 16 Vignettes- Training Manual

 Keep firm and consistent boundaries.
 Maintain high expectations.

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Slide V-9: Vignette #3
Content of this slide adapted from: Framingham Public Schools, 2008
Trainer Tips: Smile, speak slowly, articulate your words, remember to move
around the room (when applicable), and make roaming eye
contact.

What to Do, What to Say:

Do: Review slide content with participants. Have a participant read it aloud.
Say: Before we move into group work, I want you to take a moment to think about how it
would make you feel to have this student in your classroom?
Do: Allow for participant feedback. Encourage ‘feeling words’ and echo them back to
participants. Consider using, ‘But how does it make you feel?’ and ‘I heard you say
(frustrated) - does anyone else feel (frustrated)?’
Say: Let's continue this process as you work with (our/your) group. Think of intervention
strategies and discuss the best supports for this young student. Can you identify which
chapter this vignettes aligns with?
Do: Allow time (about 10-15 minutes) for collaboration on intervention and support.
Groups can discuss amongst themselves or you may ask each group to share their
collaborative work. Repeat ideas back to participants and add feedback as needed.

Page | 18 Vignettes- Training Manual

Say: Are there any volunteers who would be willing to share? Which chapter does this
vignette most closely align? (Chapter 3: Instructional Principles, Curricular Domains
and Specific Strategies for Compassionate Classrooms.)
Do: Write down chapter numbers on poster paper and write or ask for a volunteer to
record feedback from participants. Make sure the following key points are brought-
up and discussed:
Chapter 1: (Trauma, Compassion, and Resiliency; Background and Definitions)
Do: Allow for participation feedback. Make sure the following below are covered:
 Compassion requires that we be responsive and relevant. Be mindful of
appropriate boundaries and how emotions are expressed, identified and valued.
 How do gender roles influence behavior?
 All behavior is a form of communication. It may be the only way a student knows
how to survive. Students struggling with trauma are more likely to struggle
establishing relationships with adults and peers.
 A child showing symptoms of trauma is only the ‘tip of an iceberg’ which
requires attunement, a deep understanding, and adaptive strategies.
 Sanctuary trauma: when trauma victims turn to those from whom they hope to
find sanctuary only to encounter a reception that is not as supportive as
anticipated and sometimes hostile.
Chapter 2:
Say: Moving on to Chapter 2, ‘Self-Care: An Ethical Obligation for Those Who Care’.
Considering this story, considering Maggie's story, what from Chapter 2 can be applied
to this scenario?
Do: Allow for participation feedback. Make sure the following below are covered:
 Compassion. A deep feeling of empathy and respect for another.
 Reflective practice. Why do her teachers feel manipulated and what is the root of
that feeling?
 An ethical obligation for those who care.
Chapter 3:
Say: Moving on to Chapter 3, ‘Instructional Principles, Curricular Domains and Specific
Strategies for Compassionate Classrooms’. Considering Maggie’s story, what from
Chapter 3 can be applied to this scenario?
Do: Allow for participation feedback. Make sure the following below are covered:
 What are the implications of talking to Maggie directly to consider whether or
not your objective assumptions about her life are correct and/or to make a more
informed evaluation for what she may need?
 How might you consider engaging external supports?

Page | 19 Vignettes- Training Manual

  Social skills are needed for students to interact with others in acceptable ways.
Social skills needed for students to survive at home are not always the same
social skills needed to thrive in a classroom.
 Be a relationship coach. Maggie is alienated from her peers through her
behavior. Teachers are frustrated and peers are disconnected. Creating
opportunities for alignment for Maggie with peers is beneficial to both sides. It is
an opportunity for her to learn from other students and for other students to
learn from her. What opportunities would you consider?
Chapter 4:
Say: Moving on to Chapter 4, ‘Building Compassionate School-Community Partnerships
That Work’’. Considering Maggie’s story, what from Chapter 4 can be applied to this
scenario?
Do: Allow for participation feedback. Make sure the following below are covered:
 Needs assessment: What are the needs of Maggie and her family and how can
these needs be addressed to better support her holistically? How have you
learned what Maggie's needs are?
 Community and asset mapping, remember community is not a specific area. It
includes families, but also businesses, schools, associations and agencies. What
assets does your community hold that could benefit this situation?
 Forming school/community partnerships.
Say: What are some strategies you might consider in the classroom?
Classroom Intervention Ideas:
 Team student with an in-school mentor.
 Check in with the student routinely and build rapport.
 Show vested interest in the student’s successful future.
 Get to know the student.
 Greet the student at the door.
 Make a referral to the school counselor.
 Let the student know you are there for them if ever they need support.
Do: Advance the slide.

Page | 20 Vignettes- Training Manual

Slide V-10: Every Kid Needs a Champion
Trainer Tips: Pre-load the link or right click on the hyperlink to open
[Link]

What to Do, What to Say:

Say: This video is of Rita Pierson, a teacher for 40 years, and why our students need
educators of your caliber in their classrooms. She once heard a colleague say, "They
don't pay me to like the kids." Her response: "Kids don't learn from people they don't
like." A rousing call to educators to believe in their students and actually connect with
them on a real, human, personal level.
Do: Play Video. Feel free to adjust room lighting for optimal viewing.
Say: Does anyone have any thought you'd like to share about the video?
DO: Wait for responses.

Page | 21 Vignettes- Training Manual

 Vignette #4
Abdul is an 16 year old 10th grader. Abdul presented with
manipulative and bullying behaviors. With teachers he
tried to get out of work by charming and cajoling. He was
sneaky, and expressed a sense of unfairness when he did
not earn classroom incentives. With peers he could be
intimidating, insulting, and with girls in particular, he used
sexually inflammatory insults. When school personnel
contact Abdul’s parents, they deny or defend his actions.
When Abdul was confronted directly, he would often cry
and be remorseful.

This slide has been adapted from: Framingham Public Schools Teachers’
Strategies Guide for Working with Children Exposed to Trauma, 3 rd Edition,
Framingham Public Schools, 2008

Slide V-11: Vignette #4

Content of this slide adapted from: Framingham Public Schools, 2008

What to Do, What to Say:

Do: Review slide content with participants. Ask someone from the class to read out loud.
Say: This is our last vignette together. Before we move on, I want to ask you to consider
your personal feelings. How do you feel about Abdul and his Family and what do you
think his earlier childhood was like?
Do: Allow for participant feedback. Encourage ‘feeling words’ and repeat them back to
participants. Consider using, ‘But how does it make you feel?’ and ‘I hear (frustrated-
does anyone else feel (frustrated)?’
Encourage participation, but re-affirm we cannot conclude what Abdul’s childhood
was like. Educators will never fully know, because we are not in the home with the
child and each individual person will view their environment subjectively. We must
ask questions (inquiry) as a means to connect and engage.

Page | 22 Vignettes- Training Manual

Say: Let’s move into our group work. While you are working with your team on potential
supports, keep discussing which chapter aligns with this vignette.
Do: Allow time (about 10-15 minutes) for collaboration on intervention and support.
Groups can discuss amongst themselves or you may ask each group to share their
collaborative work.
Say: Please bring your attention to the front of the room. Any volunteers willing to share?
Which chapter contents align with this vignette?

Do: Write down chapter numbers on poster paper and write or ask for a volunteer to
record feedback from participants. Make sure the following key points are brought-
up and discussed:
Chapter 1: (Trauma, Compassion, and Resiliency; Background and Definitions)
Do: Allow for participation feedback. Make sure the following below are covered:
 Meeting the challenge: our job as educators is to foster learning, to ensure that
we ‘leave no child behind’.
 Counter balance of trauma is resiliency. Resiliency is the ability of an individual
or community to withstand and rebound from stress.
 Compassionate School culture: desire to affirm and support the capacity of
school to respond to the needs of students and families struggling.
 You cannot teach the mind until you reach the heart.
 Culture. How does the family’s culture effect his presentation?
Chapter 2:
Say: Moving on to Chapter 2, ‘Self-Care: An Ethical Obligation for Those Who Care’.
Considering this story, what from chapter two can be applied to this scenario?
Do: Allow for participation feedback. Make sure the following below are covered:
 Personal and professional boundaries. This student exhibits poor boundaries.
Potentially, the parents may also have poor boundaries.
 Responding versus reacting.
 Recognizing our personal feelings.
 Utilizing colleagues and building a team of support/intervention.
Chapter 3:
Say: Moving on to Chapter 3, ‘Instructional Principles, Curricular Domains and Specific
Strategies for Compassionate Classrooms’. Considering Abdul’s story, what from
Chapter 3 can be applied to this scenario?
Do: Allow for participation feedback. Make sure the following below are covered:
 Principle One: Always Empower, Never Disempower (talk with the student)
 Principle Two: Provide Unconditional Positive Regard

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  Principle Three: Maintain High Expectations
 Domain Two: Improving Emotional and Behavioral Self-Regulation
 Strength Based Need Recognition (Attachment, Regulation and Competency
(ARC) Model)
 Empathy and listening skills. What is Abduls behavior trying to accomplish? Is it,
attention seeking, avoidance, …?
Chapter 4:
Say: Moving on to Chapter 4, ‘Building Compassionate School-Community Partnerships
That Work’’. Considering Abdul’s story, what from Chapter 4 can be applied to this
scenario?
Do: Allow for participation feedback. Make sure the following below are covered:
 How would you form a parent partnership?
 Are the school-community partnerships that may benefit this family?
 Strength-based problem solving.
 Asset mapping.
 Strategic planning, Check In Check Out sheets and behavior mapping.
 Mental wellness coordination and in-school services.
Say: What are some strategies you might consider in the classroom?
Classroom Intervention Ideas:
 Greet the student at the door of the school and classroom.
 Positive behavior plan to identify behaviors to avoid, as well as, behaviors to
encourage.
 Devise a communication strategy and contact parents regularly.
 Align with a mentor.
 Encourage pro-social extracurricular activities.
 Coach the student in appropriate verbiage and school behavior.
Do: Advance the slide.

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Slide V-12: Every Kid is ONE Caring Adult Away
Trainer Tips: Pre-load the link or right click on the hyperlink to open
[Link]

What to Do, What to Say:

Say: This is our last TED Talk. This video is of Josh Shipp, a teen expert and alumni of the
foster care program. It is a powerful message, "What kids don't talk out, they act out."
Josh Shipp's message is one about the importance of what one person can do in the life
of a child and specifically, if that child is a teen. As a teen, the opportunities for growth
are limited, especially for those who have endured severe challenges over many years.
This is appropriate as a final video because it leaves us with a message about how
ultimately important our time and attention is to children and youth. For kids who
have been in foster homes or have not had the stability and mentoring necessary to
support growth and development, these youth are sitting in our classrooms, awaiting
opportunities. If we are patient, we can be a catalyst for opportunity. While we cannot
control home environments we can manage our classrooms and our relationships with
students that will benefit not only them, but ourselves as well.
Do: Play video. Feel free to adjust lighting in the room for optimal viewing.
Say: What are your thoughts about this video?
Do: Allow for participant feedback being mindful of the time. Advance slide.

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Slide V-13: Activity
What to Do, What to Say:

Do: Review slide with participants. After time of reflection, encourage them to discuss
their thoughts and new learnings.

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Slide V-14: Chapter V- Closing
Trainer Tips: N/A

What to Do, What to Say:

Do: Review slide with participants.

Say: I want to thank you for your participation. I hope you were able to take some
information from this training to apply to your work with your students, staff, your
family, or whomever you engage with.

The work of Compassionate Schools is an ever evolving work and it is applicable both
in and out of schools. Science, research, evaluation, and experience continue to shape
our approach to working with students and families who are challenged and in turn,
present challenges to those who are charged to create well educated and productive
citizens.

If you have any questions please do not hesitate to contact Ron Hertel. His contact
information is above. Have a safe journey!

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