Trauma in Schools #20 — Responding to Trauma-impacted Communities
Janet Pozmantier — Behavioral health consultant and trainer
Jennifer Spiegler — Senior Vice President for Strategic Partnerships at Kognito
Our guests
Janet Pozmantier is an award-winning author, curriculum developer, trainer, and child advocate specializing in primary prevention programming. She has created and successfully implemented child abuse prevention, relationship, parenting, mental health, trauma, and youth suicide prevention education curricula for children, youth, and adults. She is the co-author of a book on early childhood development (The First Years, DK Publishing, 2001). Janet served as the Founding Director of the Center for School Behavioral Health at Mental Health America of Greater Houston and is a certified Mental Health First Aid Trainer (Youth and Adult) and a certified Master Trainer for Mind Matters.
Jennifer Spiegler is Senior Vice President for Strategic Partnerships at Kognito, an award-winning developer of virtual role-play simulations for education and clinical training. She has served as an executive producer of a dozen simulations in the Kognito portfolio. Leading Kognito’s PK-12 business, she has forged strong partnerships with national and regional non-profits, state agencies and school districts. She is a frequent speaker at school mental health and suicide prevention conferences and in the news media.
The Takeaway
The community in which students live influences their overall well-being, academic success, and social development, requiring the people in this community to have experience interacting with students in various situations. It is critical to understand that teachers also need support, training, and guidance to be the strong and trustworthy core adults that students need in a school system.
As you listen
What was found in Houston when students went back to school several years following the tragic natural disaster?
What external and internal signs of trauma can teachers look for in their students?
What are simulations and how can they help the diverse needs of school districts?
Since ‘Big T’ trauma presentations may be delayed in students, how can teachers support their emotional well-being months after a traumatic event?
Why is the future of mental health awareness in school communities so critical?
In their own words
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