Using TBRI in the

Classroom
CSUF FOTIP
Atalie Hammontree
April 20th, 2022
Country Hills Staff
 Objective/Standards
NBPTS Proposition 1: Teachers are
committed to their students and their
learning.
1. Teachers recognize individual
How does trauma differences in their students
and adjust their practice
affect my students and accordingly.
4. Teachers know their mission
how can I use TBRI transcends the cognitive
development of their students.
principles to support CSTP 2.6 Employing classroom
routines, procedures, norms, and
them? supports for positive behavior to
ensure a climate in which all students
can learn
Video Introduction
 Your Text

Credit Karyn Purvis 2005

 TBRI
Trust
Based
Relational
Intervention
 Why TBRI?
● Difficult Pregnancy (Anxiety
Depression)
● Difficult Birth
● Early Hospitalization
● Abuse (physical, sexual etc.)
● Neglect
● Trauma (surgery, disasters, etc.)
Your Text

Credit: tpt-wholehearted school counseling

Your Text

Credit: tpt-wholehearted school counseling

● How are many of our students
affected by Trauma?
○ What are we already doing for
them?
 What is TBRI
● Empowering/body
○ Transitions (multiple time warning)
○ Bodies and brains (food, hydration)
● Connecting/spirit
○ Engagement ( eye contact, their level)
○ Mindfulness (always mindful where they come from,
what has happened today)
● Correcting/emotions
○ life values (respect)
○ behavioral scripts (behavior redos, voice to ask for
compromise)
 Aces
● Child Adverse Experiences
● Used to measure Trauma
● Very common
● More aces you have the
greater chance for chronic
disease
● Usually have more than one
Can cause…
Study in San Diego
Credit Daren Jones
 What’s your ACE Score?

To check your ACE score

http://acestoohigh.com/g
ot-your-ace-score/
Felt Safety
in order to feel safe children
need…
● Predictability
● Routines
● Rituals
● Transitions
○ 1. Attention 2. Mention 3.
Distract 4. Act
 Empowering-Meeting physical needs
● Hydration
● Blood Sugar
○ eat every 2 hours
● Healthy Touch
● Physical Activity
○ every 2 hours
● Sensory
○ calming (sweet, chewing, firm, warm)
○ or alerting (sour, light, cold, activity)
Credit Daren Jones
 Sensory Seeking vs. Sensory Defensive

Seeking Defensive
● Frequently spins, ● Won’t eat certain
jumps swings food
● likes bear hugs ● Won’t wear certain
● Loud environments clothes (ex. tags)
● Fidgets/wiggles ● Doesn’t like getting
dirty
● Does not like loud
noises or bright
lights
● What is a calming
engagement plan?
○ List 5 things
students can do in
your classroom to
calm themselves.
Connecting- Relationships That Matter
● Engagement
○ Eye contact, healthy touch, voice quality,
behavior matching, playful engagement
● Mindfulness
● Nurture
 Life Value Terms
● Accept no
● Actions have consequences
● Use words
● Focus and complete task
● permission and supervision
● gentle and kind Free
Print
● listen and mind https:// able
P
tent/ child.tcu osters
● make wise choices rinta uploads/2 .edu/wp-
bles_ 021/ con
● no hurts E n glish 0 9 /
.pdf LVT-P
● show respect.
TBRI animated
videos
https://www.youtube.
com/playlist?list=PL9W
CXSvAXd6M9mHsdzO6
rO2m9YgfHy0Pp
List of TBRI Children’s Books
https://child.tcu.edu/resources/tbri-
childrens-books/#sthash.hPgr0KCx.d
pbs
 15 Mindfulness apps for kids

https://parentingchaos.com/an
xiety-apps-kids/
 TBRI in
Schools
youtube
Playlist
https://www.youtub
e.com/watch?v=_fW
LOITIrKU&list=PL9W
CXSvAXd6N_xZampT
IofRri1K-9ar6a&inde
x=2
Mindsight: Brain Basics Lesson plan
By Sarah Whittaker
5 day lesson plan
Free
https://www.teacherspayteachers.c
om/Product/Mindsight-Brain-Basics-
5094332
Documentary to rent or buy
Trailor:
What was most
helpful for your
classroom?
Questions?
If you have time please fill out this
survey to help me complete my
project for CSUF.

Thank you!