This lesson plan can is geared for social studies, but can also be used in other content areas.

Trauma can result when a group of people are forced away from their schools, friends, businesses/work, neighborhoods/communities, then incarcerated without due process, under difficult conditions.
Students explore how historical and traumatic events such as Japanese American incarceration affect communities for the long term and how communities have worked to heal.

Note: This is not a ‘typical’ social studies lesson on Japanese American incarceration. It will involve working with material regarding trauma.
Activities 1 and 2 cover life skills and can be offered in the classroom at any time. (It may be ideal to teach this toward the beginning of the school year) Activity 3 is a foundational piece on what intergenerational trauma is. Activities 4, 5 and 6 go deeper into this topic.

ObjectivesBy the end of this session, we will be able to:● Partner with administrators to develop a realistic,scaffolded action plan for beginning to align CSCPstaff use of time with 5030 and the ASCA NationalModel● Consider how the CSCP will begin to shift this yearto incorporate preventative, proactive,developmentally appropriate Tier 1 activities for ALLstudents

Communicate Boundaries and Practice Consent: Setting and respecting boundaries of all types – physical, digital, emotional – are central to a healthy relationship. Practicing affirmative consent is one form of establishing boundaries that requires being a respectful “asker” and “receiver.”

Navigate endings: Whether in a defined relationship, situationship, hook-up, or “a thing” — navigating endings can be difficult, and handling rejection is always tough. Understanding when and how to end a relationship requires thoughtful decision-making under stressful circumstances, even more so when the relationship might be dangerous and there is a need for safety planning.

Practice Healthy Relationship Behaviors: Everyone deserves to be in healthy relationships. This means having the knowledge and skills to: (1) live the 10 Signs of a Healthy Relationship, (2) set expectations for what we deserve in a relationship, and (3) build a healthy relationship with ourselves.

Helping Bereaved Children: 20 Activities for Processing Grief
Copyrighted Article Re-Posted with Permission from authors Brad A. Imhoff, Kaela Vance and Amberle Quackenbush of Ohio University Presented to the 2012 All Ohio Counselors Conference in Columbus, Ohio

http://www.allohiocc.org/Resources/Documents/AOCC%202012%20Session%2062.pdf

This Guide, from Mental Health Literacy, includes six interactive web-based classroom-ready modules, a teacher self-study resource, lesson plans, print and video resources, PowerPoint presentations, evaluation options, and supplementary materials.Developers of the Mental Health and High School Curriculum Guide worked with The Washington Office of Superintendent of Public Instruction, The Jordan Binion Project, and CHI Franciscan Health  to create a Washington State Version of the materials.

This is part of a series of six documents from Mount Vernon School District educators that provide lessons that integrate Washington's Social Emotional Learning and Physical Education learning standards along with educator guidance and strategies.

These presentations are part of a larger body of resources from educators in Mount Vernon School District in Washington state that explore the intersection of social emotional learning and physical education learning standards.

This lesson is part of a larger body of resources from educators in Mount Vernon School District in Washington state that explores the intersection of social emotional learning and physical education learning standards.

In this training, participants are provided a walk-through of completing the self-assessment, transition plan, and/or CSCP

All comprehensive school counseling programs include Tier 1 supports - provided within the larger context of a schoolwide MTSS - to promote students' academic, social/emotional, and college/career development. Join us to explore what Tier 1 truly means for CSCPs and learn how to assess your site’s school counseling Tier 1 implementation.Learning Objectives:(1) Explore ways to thoughtfully consider how to deliver Tier 1 school counseling supports that ensure ALL students gain the attitudes, knowledge, and skills they need to be successful(2) Learn strategies to assess our current level of implementation and make plans for strengthening the Tier 1 school counseling program, in partnership with administrators.

One of the highest impact strategies for aligning to 5030 and the ASCA National Model is partnering with administrators around CSCP staff’s use of time. Join us for expert tips, tools, and recommendations for time analysis and planning through an equity lens.