Using SAMHSA’s Key Principles of a Trauma-Informed Approach as a framework, this workshop will review the definition of trauma, including collective trauma and the pandemic, and explore the symptoms of trauma and how they may appear in the classroom. Participants will leave with strategies to apply the key principles in the classroom to support a trauma-sensitive classroom community that includes all students.
This workshop is designed for faculty, staff, and administrators, those who may be familiar with trauma-informed approaches, and those who are just beginning to learn.
Please share this invite with interested colleagues.
This event is fully virtual.
Dr. Susan M. Hildenbrand
Workshop Presenter & Facilitator
Susan M. Hildenbrand (firstname.lastname@example.org), Ed.D, is an Associate Professor in the Inclusive Education Department in the Ralph C. Wilson, Jr. School of Education at St. John Fisher University. Dr. Hildenbrand graduated from the University of Michigan with a BA in Elementary Education, DePaul University with an M.Ed. in Reading and Learn
ing Disabilities, and the University of Rochester with a doctorate in Teaching and Curriculum. Before working in higher education preparing preservice teachers for inclusive settings, she taught for ten years in general and special education elementary classrooms.
Dr. Hildenbrand teaches courses on the special education process, inclusive practices, and family/school partnerships. She is a co-author of the textbook, Picture Inclusion! Snapshots of Successful Diverse Classrooms (2019).
Dr. Hildenbrand facilitates professional learning with in-service teachers, and through community grant funding has trained over 300 area educators on brain research and trauma-sensitive pedagogy and practices. Dr. Hildenbrand is also a co-primary investigator and researcher on an NSF grant for Noyce Scholars, implementing trauma-sensitive strategies and their impact on the Scholars’ future practice.
Dr. Hildenbrand’s research interests include creating trauma-sensitive school communities, positive classroom management strategies, and co-teaching in the inclusive classroom.