The Re-Set Process: Trauma-Informed Behavior Strategies

by Dyane Lewis Carrere M.Ed., Dyane Lewis Carrere M.Ed., Wynne Kinder M.Ed.

When students with histories of trauma struggle with self-regulation and challenging behaviors, traditional interventions often fall short. The educators on your staff need a clear and consistent trauma-informed process to help students re-regulate and return to learning—and that's what they'll find in this reader-friendly guide to the revolutionary Re-Set Process.
Developed by two seasoned educators who specialize in trauma-informed teaching, the Re-Set Process is a neuroscience-based approach to improving behavioral success in children from Grades K–8. This four-step process is structured yet flexible, refined through nearly a decade of field testing, and easy to integrate into any individual teacher's classroom or an entire school's student support system. Blending best practices from behavioral approaches, mindfulness practices, and trauma-informed care, the Re-Set Process not only addresses behavior, but also guides schools in meeting the neurological and attachment needs of dysregulated students, reducing barriers to social and academic success. This book is a vital resource for classroom teachers, school counselors, administrators, and other professional support personnel.
With this comprehensive guide to the Re-Set Process and its continuum of practice—from whole-class proactive approaches to individual student reactive approaches—educators will be able to:
PRACTICAL MATERIALS: Educators will have access to a complete package of more than 30 online downloads to help them implement the Re-Set Process, including planning forms, blank templates, activity sheets, and a book study guide suitable for individuals and groups.
WEBINAR:

296 pages, Paperback

Published September 24, 2020

Reviews

[Sarah · Rating 4 out of 5]

Although I read this with my current foster kiddo in mind, it's actually geared more towards educators and schools, especially in terms of its examples and recommendations. However, the early chapters have really great explanations of the way in which trauma impacts children and their behaviors, as well as how different management strategies can interact (positively or negatively) with those trauma experiences, thus de-escalating or escalating a situation. Above all else, I'm taking away the information about how long cortisol levels can remain elevated in the body after stressful events (up to four hours) and how that recovery time is impacted by previous experiences and general body learning. I've also found the large gross motor / more controlled gross motor or fine motor / thinking task progression to truly be helpful, even on a small scale when we start to see early signs of dysregulation. There's a lot of this book I want to go back through, as well as share with colleagues, because the information is really great - I've already kept it out of the library quite some time and will likely look through it once more before returning!