Aimee Hackney

Aimee Hackney

Assistant Professor, University of New Mexico

[email protected]

Lessons Learned

• One of the most powerful things we can do to help youth with a history of trauma exposures is to foster the development of safe, healthy relationships between youth and the adults working with them. 
• Youth must feel safe and connected to others before any academic or behavioral interventions will be effective. 
• The behavior we see is the youth communicating an unmet need. It is our job to find the unmet need and design supports and interventions that will assist students in having the need met and/or communicating that need in a more socially appropriate way

Resources Developed

• Exploring Facilitator and Student Conversations Within Check-In/Check-Out Intervention: A Systematic Review With Links to Trauma-Informed Conversations - https://doi.org/10.1177/01987429241256319
• This Prompt or That Prompt: Applying a Trauma-Informed Lens to Writing Instruction for Students With and at Risk for EBD - https://doi.org/10.1177/10742956231219947 
• Integrating Trauma-Informed Practices Into Check-In/Check-Out for Use in Alternative Education Settings - https://doi.org/10.1177/10534512231183968

Suggested Resources

• Relationship, Responsibility and Regulation: Trauma-Invested Practices for Fostering Resilient Learners (2018, Kristin Souers and Pete Hall) 
• Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom (2016, Kristin Souers and Pete Hall)
• What Happened to You?: Conversations on Trauma, Resilience, and Healing (2021, Bruce Perry and Ophrah Winfrey 

Collaborative Areas of Interest

• Embedding trauma-informed practices within behavioral and academic interventions. 
• Skills needed to communicate their needs in a socially appropriate manner.  
• Professional development/training for teachers working with students with a history of trauma exposures.