Trauma in Schools #10 — Using Simulations to Train Trauma-informed School Personnel

Glenn Albright Ph.D — Co-founder / Director of Research at Kognito

Kim Weiland — Kognito Education Product Manager

The Takeaway

Simulations that demonstrate role-play scenarios for teachers provide skills that can propel conversations with students to create a connected, safe community. Addressing traumatic events in early education can help students learn social-emotional skills to connect with peers and helpful adults, and guide them to engage in positive coping behaviors into adolescences and adulthood.

Our guests

Glenn Albright Ph.D. — Dr. Albright leads a team of researchers at Kognito to evaluate the efficacy of its immersive learning and assessment role-play simulations to bring about sustained behavior changes in the areas of social, emotional, and physical health for students at all educational levels. His research involves integrating empirically based findings drawn from neuroscience such as emotional regulation, mentalizing, and empathy, as well as components of social cognitive learning models including motivational interviewing and adult learning theory.

He is actively publishing and presenting their mental health support data at numerous conferences specifically addressing how game-based role-play simulations can support education and public health initiatives. These initiatives are focused on inspiring positive changes in behavior and are designed to impact large numbers of geographically dispersed people comprised of vulnerable populations.

Kim Weiland — Kim serves as Product Manager for Kognito's education vertical, having previously served as Senior Client Experience Executive.

Kim has had a diverse career across education, business, and non-profits, with a focus on helping communities build capacity to tackle challenges and seize opportunities at the local level. Prior to joining Kognito, Kim served as the Executive Director of the Industrial Supply Association which represents one of the largest manufacturing and distribution channels.

“Role playing with a live instructor, face-to-face with other people watching, can generate a certain degree of anxiety, what we call ‘social evaluative threat.’ But when you role play with avatars – virtual humans – that are programmed with emotions, memory and personality, and will react like a real student in psychological distress, people become very comfortable in having those conversations. You don't have that anxiety that you would see normally in face-to-face live role plays.” — Dr. Glenn Albright

As you listen

How are trauma simulations using avatars,helpful for learning in the school community?
What is a teacher’s role when addressing trauma among students?
Why are the attitudes of teachers more important than their knowledge when focusing on trauma-informed practices in schools?
How can simulations directed at students help youth navigate conversations about trauma, substance use, and academic struggles?
How are these simulations inclusive of, and helpful in, various cultures, traumas, and situations?
How is social media being incorporated in the use of trauma-informed simulation?