Managing the Aftermath of a Traumatic Event at Your School with Rachel Archambault Resilient Schools 19

Rachel Archambault, MA CCC-SLP is an SLP Program Specialist for Broward County Public Schools. After a traumatic event happened at her workplace on 2/14/18, she looked for ways to help work with students (and herself) after trauma. She found trauma-informed care and has been presenting nationally to SLPs and other providers on how TIC can be used in their setting. She runs the PTSDSLP.com web site and Instagram account, @PTSD.SLP which discusses TIC from a speech lens. Pillars of trauma-informed care 3–12 pillars of Trauma, but here are the six. Safety Trustworthiness & Transparency Peer Support Collaboration & Mutuality Empowerment Voice & Choice Cultural, Historical, & Gender Issues Aftermath of Marjory Stoneman Douglas Transparency - There’s no rulebook for this. We have a rulebook and it is what other people have experienced. Camera crews were around 24/7. 3600 students at the school. Anything was under a microscope. Kept things quiet, but it made them Celebrity visiting, but made it scary Some people were offered transparency Control in a situation Three E’s Definition of Trauma [[What Happened to You]]: three E’s” definition of trauma: “that a trauma has three key aspects—the event, the experience, and the effects. The complexities of these three interrelated components are what should be considered in clinical work and studied in research” Loaded school with school resource officers. What would make a big group of people able to cope better. Connection - Forming a connection with someone who has experienced trauma is a way to help them overcome it. Fishing in the Olds and Russian Rivers How do we form connections with students? Therapeutic speaking - active listening Let them determine the connection and relationship It’s not personl