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How Does a Growth Mindset Apply to Trauma-Exposed Students?

Celeste Roseberry-McKibbin, PhD, CCC-SLP, F-ASHA

January 1, 2023

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Question

How does a growth mindset apply to trauma-exposed students?

Answer

We need to tap into the base of knowledge and core of resilience that trauma-exposed students bring to the educational process. We should view them through the lens of an asset-based stance that focuses on their resilience, determination, talents, and skills that will be key to fulfilling their future hopes and dreams.

To do this, we can train students to use positive self-talk and develop a growth mindset. They can learn to choose between learned helplessness (a result of the trauma) and the ability to work hard and make good choices in order to experience positive consequences. The growth mindset takes good fortune out of the realm of good luck and places it solidly into the hands of students.

To successfully implement a growth mindset, it is important to emphasize hard work and effort, not innate talent, as key to success (Dweck, 2016). Instead of saying “you’re so smart!” we should say things like, “You got a good grade on that test because you worked hard and studied for many hours.” “Your /r/ sound is a lot better, and I can tell that you have been practicing your /r/ words at home with your mom.”

This Ask the Expert is an excerpt from the course, 20Q: Providing Supportive Intervention for Trauma-Exposed Students With Communication Disorders, presented by Celeste Roseberry-McKibbin, PhD CCC-SLP, F-ASHA


celeste roseberry mckibbin

Celeste Roseberry-McKibbin, PhD, CCC-SLP, F-ASHA

Celeste Roseberry-McKibbin received her Ph.D. from Northwestern University.  She is a Professor of Communication Sciences and Disorders at California State University, Sacramento.  Dr. Roseberry is also currently a part-time itinerant speech pathologist in San Juan Unified School District where she provides direct services to students from preschool through high school.  Dr. Roseberry’s primary research interests are in the areas of assessment and treatment of culturally and linguistically diverse students with communication disorders as well as service delivery to students from low-income backgrounds.  She has over 70 publications, including 17 books, and has made over 600 presentations at the local, state, national, and international levels.  Dr. Roseberry is a Fellow of ASHA, and winner of ASHA’s Certificate of Recognition for Special Contributions in Multicultural Affairs as well as the Excellence in Diversity Award from CAPCSD. She has received ASHA’s Honors of the Association.  She received the national presidential Daily Point of Light Award for her volunteer work in building literacy skills of children in poverty. Dr. Roseberry lived in the Philippines as the daughter of Baptist missionaries from ages 6 to 17.


Related Courses

20Q: Providing Supportive Intervention for Trauma-Exposed Students with Communication Disorders
Presented by Celeste Roseberry-McKibbin, PhD, CCC-SLP, F-ASHA
Text

Presenter

Celeste Roseberry-McKibbin, PhD, CCC-SLP, F-ASHA
Course: #10310Level: Introductory1 Hour
  'The course gives a good overview of how trauma affects children and what SLPs can do to help in the speech therapy setting'   Read Reviews
The definition of childhood trauma, the experiences that constitute trauma in a student’s life, and the concept of trauma-informed intervention are described in this course. Practical, hands-on suggestions are provided for strategies that support students with communication disorders who have experienced trauma, and activities to improve their social and executive function skills.

20Q: English Learners and Developmental Language Disorder - ​Strategies to Develop Academic Vocabulary Skills
Presented by Celeste Roseberry-McKibbin, PhD, CCC-SLP, F-ASHA
Text

Presenter

Celeste Roseberry-McKibbin, PhD, CCC-SLP, F-ASHA
Course: #10266Level: Intermediate1 Hour
  'I love the examples of short term objectives and I love the suggestion of students bringing their language arts books to speech class'   Read Reviews
This course discusses Developmental Language Disorder (DLD) in English Learners (EL). Specific, research-based strategies are provided for developing academic vocabulary skills and phonological awareness skills in this group of students.

20Q: Sensory and Fine Motor Activities for Children with Communication and Sensory Processing Disorders
Presented by Celeste Roseberry-McKibbin, PhD, CCC-SLP, F-ASHA
Text

Presenter

Celeste Roseberry-McKibbin, PhD, CCC-SLP, F-ASHA
Course: #10699Level: Introductory1 Hour
  'It was interesting'   Read Reviews
Speech-language pathologists are receiving more referrals of students with communication disorders with accompanying Sensory Processing Disorder (SPD) and fine motor delays. The nature of these delays, their impact on communication and behavior, and signs to watch for are discussed in this course. Free and fun activities that can be integrated into therapy to boost these skills simultaneously with communication are described.

20Q: A Pre-assessment Process for Differentiating Language Difference from Language Impairment in English Learners in Schools, Part 1
Presented by Celeste Roseberry-McKibbin, PhD, CCC-SLP, F-ASHA
Text

Presenter

Celeste Roseberry-McKibbin, PhD, CCC-SLP, F-ASHA
Course: #9461Level: Intermediate1 Hour
  'Had it been an audio course with examples and case studies to further strengthen the knowledge base, I would have given it a 5'   Read Reviews
This 2-part series is geared to public school SLPs who serve English Learners with potential language impairment. Part 1 describes research-based, practical strategies, such as gathering thorough case histories and utilizing universal indicators of language impairment, as part of a comprehensive pre-assessment process designed to help SLPs differentiate between language impairment and language difference in English learners with environmental challenges such as poverty, limited schooling experience, and lack of home literacy experience.

20Q: A Pre-assessment Process for Differentiating Language Difference from Language Impairment in English Learners in Schools, Part 2
Presented by Celeste Roseberry-McKibbin, PhD, CCC-SLP, F-ASHA
Text

Presenter

Celeste Roseberry-McKibbin, PhD, CCC-SLP, F-ASHA
Course: #9462Level: Intermediate1 Hour
  'I like the 20 Question format'   Read Reviews
This 2-part series is geared to public school SLPs who serve English Learners with potential language impairment. Part 2 will describe components and implementation strategies for Response to Intervention (RtI), as one part of a pre-assessment process designed to help SLPs differentiate between language impairment and language difference in English learners with environmental challenges, such as poverty, limited schooling experience, and lack of home literacy experience.

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