All That Money I Won The Lottery

In chapter 19 the author mentions Anne Fox Elementary School, a school in Chicago that goes from having a very poor academic performance in the entire school district of 21 other schools to becoming the second highest academically performing school in just a matter of few years. Anne Fox Elementary School is a great example of the magic that can take place when adults really see the full potential in children and take responsibility in making sure that the children's needs are met in terms of academics. Anne Fox Elementary School shows what can really take place when adults truly believe the idea that every child can succeed. By looking at where they were going wrong and targeting those problem areas Anne Fox Elementary School, created a timely, and organized way to make sure the meet their goals. From changing the false belief of I can’t to I can the elementary school really turned

At Hazelwood High School, they do things differently than at my school. At Hazelwood, most of the people worry about themselves and nobody else. Most of the school doesn’t get good grades and the school does not do anything about it. One day in English class Andy walked out when they were reading Macbeth because it was too emotional for Andy to handle. His friends were concerned and told the school counselor. They said, “But… but… it seems like… like… he needs help or somethin’.” Then the counselor said, “Well, I probably shouldn’t tell you boys this, but he is getting some outside counseling… So you boys can relax and be assured that he is getting whatever help he needs”(100). At Harrisburg High School, if someone had an issue like that, the counselors and teachers would be concerned, even if the person was getting outside help. Another thing about education that is different than mine is the school. In Ronda’s English homework, she wrote, “Our school building must have been built about a million years ago, because it was brown and tall and raggedy-looking, but it fit right in with the rest of the day”(16). At my high school, we are very fortunate to have a very new building to learn inside of. At Hazelwood High, they were not fortunate enough to have a new high school be built. Culture and education are very important pieces of people’s

“…Superintendent James Agostine called to offer an empty school that was a godsend” (Six Months). My thesis relates to this because since they had a plan after this they could get back and rolling with the no academic interruption. The school had many volunteers who helped out to rebuild the community with help from the Red Cross. Without these people helping out and giving food to the victims’ families, the city would have been in chaos with the families being very upset (‘Six Months”). Although people may be mad at the superintendent, it’s not his fault and he wants to help the families and help everyone rebound from this tragic event (Gay). Many parents were furious at the superintendent for not saving their children but he’s in as much pain as they are. Although Sandy Hook shooting was a tragic day in history, society benefitted by better

“Resilience: The Biology of Stress and Science of Hope” (2016), is a documentary corelating adverse childhood events (ACE) and chronic medical condition like heart disease and diabetes (Resilience trailer, 2016). Childhood trauma and toxic stress changes a person physically and emotionally (Lee, 2016). On November 29, 2017, I had the pleasure of attending a showing of the film ‘Resilience’ and the panel discussion which followed. The panel consisted of five community leaders discussing the impact of ACEs and the work being done to address the problem. The panel included: Joan Caley MS, ARNP-CNS, CNL, NEA, BC of ACES Action Coalition, Jill McGillis of Clark County Juvenile Justice, Michelle Welton outreach manager for Catholic Charities Refugee Services Program Support, Jonathan Weedman CCTP, LPC the director of operations population health partnerships for Care Oregon, and Sandy Mathenson EdD director of social –emotional learning for Battle Ground Public Schools. The speakers received about fifteen minutes to discuss their respective work and agencies. In this brief review, I will summarize the discussion and deliberate the effectiveness of the presentation method.

Transition: Let’s examine the aftermath of trauma on a child and how it affects their present lives and future development.

It also showed us that value in education comes in different forms. For example, students like DeAndre valued education but didn’t think the education he was receiving was the best approach for him. It may appear the DeAndre was uninterested in learning but in reality he was interested in learning things that could help and resonated with his cultural history. I was enlightened by the way this article helped to highlight different types of students in a positive light. I resonate with this article because I went to a high school where students were labeled as noncompliant or “acting white”. I fell that more educators should read this article to get a well-rounded view of all their students especially those in the minority community. Furthermore, after reading this article I began to brainstorm alternatives to making school more appealing to all categories of students. According to the Boston Globe a new idea called community schools are entering discussions about better school models. The Boston Globe defines community schools as “both a place and a set of partnerships between the school and other community resources. Its integrated focus on academics, health and social services, youth and community development, and community engagement leads to improved student learning, stronger families, and healthier communities”. This idea sounds great to me because not only does it address the needs of the student

Tim O’Brien gives a lot of examples of how trauma affects people. Of course, in his case he was taking about war, but really, it can be taken as how anybody is affected by traumatic experiences. Child abuse victims, domestic violence victims, sexual abuse victims, people who have lived on the streets, people that overcame starvation, all of these people experience trauma in almost the same way. They get flashbacks, nightmares, feelings from when they were in the bad situation, and they all need support to heal. They can’t be left voiceless for their whole lives or they won’t be able to cope and get their story to those who are stuck in those same situations that they used to be in. They all need people to listen to them, believe in them, trust them, understand where they are coming from, and be there when they need help. Will you be that person to help someone feel good about themselves today? Will you stand up for a person who is being bullied today? Don’t be a hero; just be a voice for the

The personal stories shared in the chapter provide a more extensive explanation as to why the state should reconsider consolidating the school. On page 52, the school’s coach describes the relationship between the school and community: “The school’s kind of a focal point; anything that happens in the community is going to happen in the cafeteria, or it’s going to occur here in the gym” (Tieken 2014). Another account describes the school’s value as “That cemetery dinner is not a school event; it’s a community event, but the school is the place to have it” (Tieken 2014, 53). The narrative provides evidence on the subject of building rapport between school systems and groups of individuals of Delight.

Trauma occurs when a child has experienced an event that threatens or causes harm to her emotional and physical well-being. Events can include war, terrorism, natural disasters, but the most common and harmful to a child’s psychosocial well-being are those such as domestic violence, neglect, physical and sexual abuse, maltreatment, and witnessing a traumatic event. While some children may experience a traumatic event and go on to develop normally, many children have long lasting implications into adulthood.

The chapter opens with a case—Robert F. Kennedy High School—depicting the many problems facing David King, the new principal of a deeply troubled urban high school. A school that opened with high hopes only a few years ago now finds itself mired in conflict and dissatisfaction. King’s first meeting with his new administrative staff produces a blow-up in which a male housemaster physically threatens the chair of the English department. By the end of the case, the situation feels overwhelming. Is there hope? The authors follow

While other students were celebrating the end of school year, I was stressing like a college student preparing for their finals, trying to determine how would I donate the superhero kits to the children at local shelters. As I sit and ponder on the kids who live in shelters, I can only imagine the agony, torment, and stressful lives they have to endure out of the shelter. Some kids within shelters lack a certain amount of hope because of the situations they face daily. Kids who are in shelters lack the imagination and creativity than other children. Which means, they are at a higher risk of “stress” and “Emotional and Social challenges” stated an author by the name of Eric Jensen,. I hope to spend the next two years creating superhero kits,

Childhood is a time for playdates and learning, a time for big dreams and imaginary adventures. Safety and security should not be questions that linger in uncertainty. However, this is not the case for many children across the globe. Thousands of children from all walks of life each day are faced with unspeakable horror and must deal with the resulting trauma from then on. However, in children, managing this trauma takes a different toll on the mind and heart than it does in adults. While the type of trauma may vary in pervasiveness across countries, trauma occurring in childhood has the ability to cause long term damage to the growing neurological functioning in the brain and negatively influence children’s spiritual development, wounding

It has become very clear that a great deal of efforts has focused on providing interventions for children who experience trauma and homelessness. There is one profound factor that can benefit children with high ACE scores now. That factor is a positive relationship between the student and teacher. A hurting child, or any child, thrives on the stability, reliability, predictability of a caring teacher. However, the reality of large class sizes, high-stakes testing, and limited resources prohibit the most committed teacher from providing the necessary emotional support. In spite of the challenges, or perhaps because of them, teachers, schools, communities are still finding paths to healing. Due to Adverse childhood experiences (ACE), children

There are many types of trauma that can effect an adolescent and without the proper treatment of the traumatic event the adolescent can have difficulty adapting and developing into adulthood. Kathleen J. Moroz, of the Vermont Agency of Human Services, defines trauma as a physical or psychological threat or assault to a child’s physical integrity, sense of self, safety of survival or to the physical safety of another person significant to the child. She goes on to list the types of trauma a child may be exposed to. Abuse of every kind, domestic violence, natural disasters, abandonment, serious illness or an accident are just a few traumatic events that can effect the development of a child. (2) When these events occur as an acute event

While pursuing my Master’s degree, I completed my field experience at Family Continuity Mental Health Clinic located in Whitinsville, Massachusetts, where I was able to work with adults, children, families, and groups of low socioeconomic status who have experienced trauma of some sort at one point or another throughout their lives. Moreover, the individuals I worked with were largely disempowered, lacked insight on their psychological distress, were victims of social injustice and were mostly