Assessing Risk, Resilience, and States of Neural Integration
Worksheet B-1: Identifying Risk and Resilience
In Chapter 3, we discussed Stress and Coping theory, a metaframe for identifying factors that contribute to our capacity to be resilient or at risk when under stress or recovering from a traumatic event. Using the examples provided in Chapter 3, identify a current or previous student of concern, and apply the constructs of the metatheory as indicated in each of the four boxes. Refer to Chapter 3 for concept descriptions and the example we discussed of Charlotte and Ben.
- Student of Concern: Describe the life history, academic, or social-emotional struggles you observed that contributed to your concern. Remember to use pseudonyms, and obscure all identifying data.
- Describe Observations: To the best of your recollection, describe identifying features or behavioral indicators for each of the four elements below.
- Use this information at the conclusion of working through Worksheet B-2 to aid in the design of scaffolded social-emotional skill building, as discussed in Section II of this text.
A = Event
B = Resources
C = Perspectives
(A)+(B)+(C) = (X)
X = Signs of Coping and Distress
Worksheet B-2: Domains of Neural Integration Assessment and Planning
Refer to your reflections in Worksheet A-3 and Figure 2.5 for a description of each domain.
- In column 2, “Observed Strengths,” identify how your student is displaying strengths and abilities in this domain.
- In column 3, “Observed Struggles,” identify limits or difficulties in this domain.
- In column 4, identify skill-building social-emotional learning activities to increase student awareness of, and abilities in, this domain.
- Refer to this worksheet again in Section II as you develop a Classroom Action Plan for TISP Phase II activities.
|Domains of Neural Integration||Observed Strengths||Observed Struggles||Activities to Teach About the Domain and Strength|