San Francisco, California
London, United Kingdom
Date: November 1, 2016
Location: Tabas Auditorium, Bank Street College of Education
5:30-7:15 Film Screening
7:15-8:00 PM Panel Discussion
8:00-8:30 PM Reception and Refreshments
Bank Street College of Education is hosting a screening of the documentary Paper Tigers. Following the film, there will be a panel of experts and practitioners discussing trauma-informed practice and how it can support students, their families, and the professionals who work with them.
Introduction: Gabriel Guyton, ’10, Graduate School Faculty Member
Panel Moderator: Troy Pinkney-Ragsdale, Director, Bank Street Child Life Program
Kara H. Ahmed, Ed.D., Principal, NYC Department of Education's LYFE Program
Karina P Diaz, LCAT, ATR Clinical supervisor At Bonding Links Mental Health Clinic at the Coalition for Hispanic Family Services
Kimberly Noble, MD, PhD, is an Assistant Professor of Pediatrics, with a joint interdisciplinary appointment at the Sergievsky Center at Columbia.
Wendi Williams, Psychologist and Associate Dean, Bank Street Graduate School
Film Summary: This film follows the lives of students and teachers at the Lincoln Alternative School in rural Washington State. Facing the reality of a student population for which poor academic performance was the norm and truancy, trauma, and emotional pain were sadly common, Principal Jim Sporleder turned to emerging research on Adverse Childhood Experiences (ACE) and their effects on the developing brain. Embracing a trauma-informed curriculum, and the idea that caring, dependable teachers can offset the challenges students face, Lincoln School saw a dramatic turnaround in the lives of their students. Violence and other infractions declined, test scores and graduation rates increased, and – most importantly – students found the support and love they needed to develop constructive ways of coping with problems and the skills for becoming successful adults. Paper Tigers is a fascinating, inspiring, and informative film. Moreover, it is a stunning example of how the practice of trauma-informed educational strategies can fundamentally change the trajectory of children’s lives and break the cycles of poverty, violence, and disease that affect too many families.