Tionna Dudley is a dedicated mental health specialist and educator passionate about supporting individuals across various age groups. With extensive experience in behavioral modification, crisis intervention, and individualized treatment planning, Tionna has fostered positive mental health outcomes within school and clinical settings.
Currently serving as a District Mental Health Specialist with Fayette County Public Schools, she provides therapy to individuals and groups, implements treatment plans, and serves as an SEL Site Lead. Previously, Tionna worked as a Special Education Teacher, developing Individualized Education Programs (IEPs) and Behavior Intervention Plans (BIPs) while collaborating with parents, colleagues, and administration to ensure student success.
Her clinical expertise extends beyond the school environment. Tionna has taken a personal interest in mindfulness and yoga practices. She completed a 200-hour Yoga Teacher Certification and 100-hour Mindfulness Facilitator Training. Tionna is passionate about using these skills in her personal and professional life to manage stress and reduce burnout.
Tionna is a Doctoral Candidate at the University of Kentucky. She received her Master of Social Work degree from Indiana University and a Bachelor of Arts in Education from the University of Kentucky. She is a Licensed Clinical Social Worker (LCSW) with School Social Work and Learning & Behavioral Disorders Teaching certifications. Her capstone research integrates social work and neuroscience to improve trauma-informed care to support students and teachers. Passionate about enhancing trauma-informed care and mental health, Tionna continues to make a meaningful impact through her leadership, collaboration,
DSW Showcase Student Presentation
Tionna Dudley
LCSW
Unlocking the Brain: Integrating Neuroscience and Social Work to Enhance Trauma-Informed Care in Schools
Concentration - Clinical Social Work
- Wednesday, April 30, 2025 -
- 2:30 pm
Abstract
To truly make trauma-informed care work, it is essential to understand that it requires more than just implementing a set of strategies or tools. It calls for a profound shift in how educators, administrators, and support staff perceive and respond to students. This means setting up a collective effort that includes utilizing social workers to accurately train teachers in this framework. Intentional decision-making must be woven into every aspect of school life, from creating safe classroom environments to resolving conflict utilizing co-regulation. The commitment to creating a trauma-sensitive climate demands not just understanding the trauma itself but the brain science behind it and ensuring that all stakeholders work together to provide a consistent, supportive framework for students’ learning and healing. A key framework within trauma-informed care that aligns with these principles is the Neurosequential Model of Education (NME). Developed by Dr. Bruce Perry, NME offers a neuroscience-based approach to understanding how trauma impacts brain development and learning. The model emphasizes the importance of recognizing the developmental stage of the child’s brain and how traumatic experiences can disrupt or delay brain function. NME provides a sequential, brain-based approach to addressing these disruptions, considering the child’s unique neurodevelopmental needs. Additionally, teachers need a therapeutic outlet to share thoughts and feelings about their experiences in the classroom. This presentation will explore an innovative approach for social workers using Empowerment and Polyvagal Theories to support students and teachers.