Can a community or school district suffer an epidemic of behaviorally transmitted toxic stress?

via Behaviorally Transmitted Epidemics of Toxic Stress, Complex PTSD and a Dysfunctional Mindset of Scarcity, Self-Interest & Competition are Real and are the ROOT Cause of Endemic Poverty – This is the HOLY GRAIL of all social spending efforts; The Tipping Point is here – ABUNDANCE Awaits!


One thought on “Can a community or school district suffer an epidemic of behaviorally transmitted toxic stress?

  1. Re; A Punishment-free and Zero-Consequence Trauma-Sensitive Instruction Method is Mandated by Federal ESSA Law for 1 in 3 Students Nationwide – GOLDEN-RULE Schools are Called-For.

    If one can train a pet Golden Retriever with nothing but kind words and treats to satiate its hunger, then one surely can teach children with nothing but kind words seeking to satisfy their innate hunger to learn. Period.

    When an error, wrong, or “bad” thing is done; when an error is made, there is no need to “magnify” it and distract from it. This is not a productive lesson one wishes to teach; that the consequence of a bad action is anything other than the natural outcome of the bad action – which, is why it is defined as “bad” in the first place. When one raises ones hand or voice, one immediately distracts from the actual harm or “bad” that was done and the child’s attention is focused, as it should be, on the negative attention about to be delivered, not on the actual lesson that need’s to be learned which is that the bad thing done is ITSELF the lesson and any additional negative actions taken toward the child detracts powerfully from this critical lesson that clearly the child is lacking.

    What is sought is to create a truly SEL-based “trauma-aware,” “trauma-informed,” “golden rule,” “zero punishment” school that satisfies the special education requirements of the 1 in 3 Broward, FL students that has, or will, experience the trauma of abuse/neglect as indicated by both local and national statistics.

    Because it is not feasible to identify each child individually and to develop and provide 1 in 3 children with individualized trauma-sensitive instruction, and because of the behavioral transmission of neurotoxic stress, it is necessary that all students be provided with trauma-aware and trauma-responsive instruction.

    In order to secure contracts with school districts and schools, the core message of provider organizations such as PBIS and others that provide SEL and Trauma focused instructional support, both for-profit and non-profit, is commoditized to be more saleable and pallateable to education institutions and this commoditization results in palliative, shallow solutions in lieu of actually addressing the root cause. This is a systemic issue all suffer from.

    What is sought is a partner to develop a Golden-Rule Zero-Punishment Consequence-Free Safe-Sanctuary instructional method where;

    A “bad” action/judgement is seen as an error and the question asked isn’t “what” was the bad thing done by the child, but “why” was the bad thing, or error, done or made?

    An Error is an Opportunity to Learn and to Teach, not an opportunity to Punish, Judge, Discipline, inflict a Consequence, apply Justice or require Retribution.

    Importantly; the word “error” encompasses what is colloquially termed “bad” behavior.

    One in Three Children (and adults) abused and Neglected in Broward means that under Federal ESSA laws the district (to the huge benefit of all teachers) is obligated to (identify each one, and) apply trauma-informed instruction to these 1 in 3 students (period) under an ESE IEP.

    A good starting point for more information on trauma-aware and trauma-informed education is

    Given the unfeasibility of providing an IEP and special instruction for 1 in 3 Broward (and all FL) students; the only alternative is to deliver all instruction under a trauma-informed rubric to all students.

    Additionally; ESE children suffer abuse at approximately 10X the 1 in 3 statistic – this means a MAJORITY of the 1 in 3 can be presumed to be ESE, or, alternately, (and most likely) that the ESE population is not properly represented in the 1 in 3 statistics (provided by Lauren Book’s organization for Broward and in full agreement with other State and National statistics) and that the 1 in 3 is more like 2 in 3. One in one hundred would be cause for grave concern; 1 in 3 is simply surreal.

    An error is an Opportunity to Learn and Teach, N-O-T an Opportunity to Punish, Judge, Discipline, or to inflict Consequences OR Justice.
    Terminology matters; In regard children specifically – Restorative PRACTICES – N-O-T Restorative JUSTICE! – Drop “RESTORATIVE” Too! Try O’hoponopono – A circle of friends, family, teachers, others. Each speaks in turn, beginning with the person to the right of the child with the issue (who did a “bad” thing). The last to speak is thus the child with the issue. All that go beore speak to their personal degree of complicity in bringing about the problem seeing it as an opportunity to teach and to learn, both. This is congruent with Trauma-Aware Instruction whereas the styling of a court-like and restorative and judgemental purpose built into the DNA and very words used, “restorative” and “justice,” Sigh!

    Dan, Fyi Slack provides full searchability and historical organizational continuity and history.

    Dan, >1 in 3 students traumatized mandates they be provided specialized instruction under ESSA, yes?

    Trauma aware instruction is Non-Punishment based, yes? We agree that there are no vendors offering help or training in this, correct?

    Errors are opportunities and willingness to fail is the key to successful problem and project based instruction especially – is fundamental to regular instruction. – and to trauma sensitive instruction as well, agreed?

    Dan – This is forwarded to try to keep you up to speed as things progress. Im sad you feel you cannot engage. Is this because you dont wish to, or because you can’t? You signal yes to full understanding by words but not in demeanor nor actions and it is confusing. Which is it?

    Following are pastes from other convo’s we should be having, but aren’t, inexplicably.

    Rich, we covered a lot in a very brief time yesterday. The large systems perspective linking evolutionaty biology to mindsets optimized for abundant or scarce environments, 1 in 3 abused/neglected nationally, behavioral transmission of hemispheric dominance akin to sanitary hygiene mindshift breakthrough – this being equal or greater in importance long-term fyi. Close-in view; The one commonality and exact same thing that has caused.learning declines in 50,000 districts across the nation for decades is ALSO what has kept project and problem based learning from taking-off and be adopted in as naturally occurring a fashion as one might expect. This is because it is antithetical to the core foundation of teaching and education – learning because you have to or be punished – treating children as if they were lower animals incapable of complex emotion or thought and so it is more about TRAINING than Educating. The result is a brain that suffers future-forshortening – why there is so lottle interest on longevity as logic wpuld otherwise dictate. It hints at a metabolism storing unused potential -inefficiency – as one might fat against future extinction-level events. Note the crossover of project-based instruction and longevity as the neuro-social result of punishment based education vs Errors being Opportunities to Teach and Learn. Can we set up a phone meet? This is… Should be… Perhaps… Looked at as a potential mindquake to energize the Buck Institute writ-large, yes, perhaps? Thoughts?

    I was fortunate enough to have gotten to speak with Dr Aubry De Grey in person at some length just the other day on just these matters, including future-foreshortening and its causes and the effect on our perceptions towards life extension. Dr. De Grey mentioned the movie Cocoon as the one single lone example across all media where mankinds future is depicted in a fully favorable fashion, even if only briefly as a backstory. It is a CLEAR sign of pathology; There are essentially ZERO depictions in book, short story, poem, or even billboard of a fully bright and wondrous future for mankind. If the world truly is made of stories and not atoms – how sad for us then, yes? We can change this. We must.

    Dan – another meetup with Mr Runcie? Please? Consider letting Anna and Terry come too this time? They are fairly up to speed also, no one wants to go through the motions of providing trauma sensitive instruction that they know is mostly pablum and thus continue to do inadvertent harm as the consequence by employing punishment-based training and calling it education, falsely and incorrectly.
    Subject: Slack for Education Is Changing How Teachers Collaborate | Articles | Noodle

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