Grief, Dissociation, and the Self: Trauma-Informed Care in the Schools
Description
Grief and psychological trauma have both directly and indirectly impacted our schools. Approximately 1 in 12 children in the U.S. will experience the death of a parent or sibling by age 18, with recent crises further exacerbating this reality (Gazmarian et al., 2021). In addition, more than two-thirds of children report experiencing at least one traumatic event by age 16. The American Psychological Association (APA) recognizes grief and trauma as a critical public health concern with significant developmental, emotional, and educational consequences.
Because schools are often the primary providers of mental health support for children and adolescents, it is essential that they adopt a trauma-informed approach. This includes offering what Winnicott (1965) described as a "holding environment"—a safe, consistent, and responsive space in which students can express and process overwhelming emotional experiences. When implemented effectively, trauma-informed practices can reduce the long-term impact of grief and trauma—both past and present—on student learning and emotional well-being.
This workshop, designed for mental health professionals and educators, will prepare participants to apply trauma-informed principles in their schools. Participants will learn definitions of grief and trauma, review their effects on children and adolescents, and explore their neurobiological underpinnings. We will also cover key components of trauma-informed school practices, including staff burnout and compassion fatigue, as well as the three phases of coping with trauma (Alperin & Reddy, 2021).
The workshop will also introduce key concepts (e.g., dissociation, self-states, repression, and enactment) to help make sense of complex student behaviors. These terms will be explained in a clear and accessible way, with practical strategies for recognizing and responding to these patterns. Clinical vignettes and examples from television and film (e.g., House) will be used to illustrate these dynamics, with opportunities for discussion and hands-on practice. While the focus will be on K–12 settings, the material will also be relevant for college and university counseling professionals.
Learning Objectives
Participants will be able to:
- Discuss the research (e.g., prevalence, consequences) surrounding children and adolescents who have experienced trauma and/or grief.
- Describe the difference between grief-focused and trauma-focused interventions.
- Explain several grief models and their manifestation in the schools.
- Define and describe the concepts of dissociation, self-states, enactment, and repression, and apply them to real-world student interactions.
Instructor Bio
Alexander Alperin, Psy.D. is a licensed psychologist in New York and New Jersey and is in full-time private practice of psychotherapy with adolescents, adults, and couples in Teaneck, NJ. He is an instructor and supervisor at the Graduate School of Applied and Professional Psychology (GSAPP), Rutgers University and has published in numerous peer-reviewed journals such as Psychology and Behavioral Science International Journal, School Psychology Review, Journal of Clinical Case Studies, and Psychology in the Schools. Dr. Alperin was the lead author of the first systematic review of school outcome literature on behavior interventions with middle school students exhibiting disruptive behaviors, which appeared in the School Psychology Review and received the journal’s 2020-2021 article spotlight. His numerous professional presentations have been on topics such as psychological trauma, parenting, self-care, behavior management, disruptive behavior disorders, and evidence-based behavior interventions at conferences sponsored by the American Psychological Association, National Association of School Psychologists, Rutgers GSAPP Continuing Education Program, Rutgers’ Employee First Initiative, Beautiful Mind 2020 Summit, New Jersey Department of Corrections, Indeed Institute, New Jersey Scholarship and Transformative Education in Prisons (NJ-STEP), and various school districts in New Jersey. A nationally registered health service psychologist and certified school psychologist, he received certification as a psychoanalyst from the New Jersey Institute for Training in Psychoanalysis and a Certificate in Evidence-Based Approaches to Addiction Treatment from the Center for Motivation and Behavior Change.
Dr. Alperin has no conflicts of interest for this program.
Contact Us
For questions, please contact: ce@gsapp.rutgers.edu
Continuing Education Information
Rutgers Graduate School of Applied and Professional Psychology (GSAPP) is recognized by the New York State Education Department's State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0123.
LMFT/MFT and LPC/LAC Licensed in New Jersey: Programs approved by the American Psychological Association are acceptable sources of continuing education credits. Please see https://www.njconsumeraffairs.gov/regulations/Chapter-34-Subchapters-10-31-Professional-Counselors.pdf, Section: 13:34-15.4 APPROVAL OF COURSES OR PROGRAMS on page 27. For all other professional licenses and certifications, please reference your issuing state board regulations regarding reciprocity of continuing education credits.
Rutgers Graduate School of Applied & Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. Rutgers Graduate School of Applied & Professional Psychology maintains responsibility for this program and its content.