Students with high ACEs (adverse childhood experiences) are proven to experience many life threatening conditions later in life, can have a difficult time functioning in a classroom setting, and may have a tough time regulating their emotions. This in turn could mean a difficult time learning in the classroom and students could fall behind their grade level counterparts. Students who engage in Trauma Treatment to help regulate their emotions saw a decrease in behavior problems (Bartlett, et al., 2018). Previous and current researchers have found many of these strategies to be effective when involving the whole family. Only the students will be referenced in this study. Students will be engaging in socio-emotional journaling after watching videos on GoNoodle about growth mindset, meditation, and yoga and writing how they can utilize those strategies in their own lives. Then previous and current District Benchmark Assessment data will be compared to see if there has been any positive effect on testing performance. Positive use of strategies when students are upset in a variety of situations within the classroom will also be observed and noted. Bartlett, J. D., Griffin, J. L., Spinazzola, J., Fraser, J. G., Noroña, C. R., Bodian, R., . . . Barto, B. (2018). The impact of a statewide trauma-informed care initiative in child welfare on the well-being of children and youth with complex trauma. Children and Youth Services Review, 84, 110-117. doi:10.1016/j.childyouth.2017.11.015
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-What perspectives did the 3 new research articles offer?
-How do they inform your study and methodology? -How do they relate to your driving question? As I've been digging deeper into recent research on ACEs and education I've seen a common theme. Community resources, parent education(support for families), and emotional maintenance strategies are all critical in reversing the negative effects of ACEs on students. There is a strong correlation between ACEs and cognitive function. These recent studies confirm that I'm on the right track with my project. However, many of these studies involve parents, which I decided not to do from the beginning. The other studies also have included a pretest/post test. My design just compares previous testing data to ongoing data on tests given by the district. I suppose I could compare my class' scores to my partner teacher who is not using any socio-emotional journaling this year.
I like the idea of unlearning from Mobey's 6 insights. Recently my students were engaged in a lesson on three digit subtraction using place value blocks to model the numbers. Rather than build both numbers to subtract one student only built the whole number and subtracted the part from it. I was blown away. It was so much easier and no one told him to subtract that way. We can give the students strategies, but it is up to them to make them their own. Who are the seminal people researching in the area of your driving question? What are they known for? What are the big ideas? Tell us about the state-of-the-art knowledge related to your question.
Famous for her TedTalk Nadine Burke Harris is at the forefront for research around ACEs (Adverse Childhood Experiences). Essentially having a high ACEs score can have serious health effects later in life due to the body being in a constant state of stress. Some other researchers support that emotional regulation is a good indicator that children can be healthy and successful despite their ACEs score. At the most basic level researchers are showing that supporting the child or adult through emotional regulation is the best way to help them function. It blows my mind to think that they way we are supporting these people is so low tech. Growth mindset, mindfulness, and socio-emotional awareness are what research shows are most helpful to support individuals. Fortunately the CDC recognizes that ACEs are a growing problem are are publishing literature to educate the public. Their strategies include: parenting classes, mental illness/substance abuse support, as well as social support for low income families. CAMERON, L. D.; CARROLL, P.; HAMILTON, W. K. Evaluation of an intervention promoting emotion regulation skills for adults with persisting distress due to adverse childhood experiences. Child Abuse & Neglect, maio. 2018. v. 79, p. 423–433. Disponível em: <http://0-search.ebscohost.com.library.touro.edu/login.aspx?direct=true&db=psyh&AN=2018-14566-042&site=ehost-live>. Acesso em: 13 out. 2018. “What the best and wisest parent wants for his own child, that must we want for all children in the community. Any other ideal for our schools is narrow and unlovely; acted upon, it destroys our democracy”
This quote really touched me. It's so easy for me to disconnect students and the rest of their families (probably because I don't have children of my own). For me, my students are my students. They act out occasionally and need to be pushed in the right direction. I easily forget that these students are someone's babies! At my school site we are aiming to get our students ready for college and career. This really aligns with having meaningful learning goals instead of rote memorization for memorization's sake. It leads to putting their education into their hands. I really like the shift in responsibility. This relates to the shift in assessments given by educators touched on in Darling-Hammond. It is our job to facilitate students becoming "internationally competitive." |
Catie GoldsteinInnovative Learning Master's Student. Teacher. Napper. Dog Petter. Archives
June 2019
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