bio
Kimberly Hodges
Since graduating with a degree in Sociology from Emory University in 1995, I have dedicated my career to working with children and adolescents who have been identified as having severe emotional and behavior disorders. I began as a Behavior Specialist (after a short stint as a Horticulture Therapist – long story) at Hillside Hospital, a private residential treatment facility in Atlanta, Georgia. Here, I was afforded the opportunity to participate in the lives of the clients in almost any capacity imaginable as a live-in staff member for 3 ½ days per week. After five years, my compass pointed toward education, and I became a teacher in the on-campus school at Hillside while pursuing my Master’s in Education at Georgia State University.
I left the residential setting in 2001 to continue my work with this same population in the public-school setting at Mainstay Academy GNETS (Georgia Network for Educational and Therapeutic Support) in Henry County, Georgia. In 2013, I completed an Education Specialist degree with a focus on Mental Health in Schools through The University of Missouri. After 20 years working as a classroom teacher, Instructional Lead Teacher, and Crisis Interventionist with the GNETS program, I am still working to advocate for students with emotional and behavior disorders. However, my purpose has become clearer now: Helping others understand the effects of childhood trauma changes lives.
While I continue to work with the GNETS program in Henry County, I also work as an Advanced Certified Trauma Practitioner and Associate Trainer for the National Institute of Trauma and Loss in Children as well as a trained Child Forensic Interviewer. My professional experiences, as well as my education and personal experiences, have afforded me the unique opportunity to observe, study, and survive the life-altering effects of childhood trauma. One of the most promising realizations on this journey has been that the educational environment can and should be a safe haven for children and adolescents who have experienced trauma. As I focus on educating parents, foster parents, and professionals in schools and in child service organizations using evidenced-based responses to childhood trauma, I am convinced that, together, we can decrease the number of students who are labeled as having emotional behavior disorders and create school climates that focus on prevention for all students. We are the key to building resilient youth!
Skillet Bean Hodges
I started working with kids when I was just a pup.
I’ve been going to work with my mom every day for as long as I can remember.
We took some classes together, we passed a test, and now they call me a therapy dog.
I’m not really sure what that means, but I’ll tell you what I do…
I greet everyone in the mornings — I can’t wait to run in and say hello.
I know when kids are sad or having a hard time— sometimes they just want me to sit with them, and sometimes they feel better if they pet me.
When kids are agitated, I do goofy things to try to make them laugh. It helps.
There’s one kid I work with who has big meltdowns and tries to bang his head or bite himself, but I can make it better fast by giving kisses.
I get to stay in the office and some kids just come spend time with me– even when they aren’t upset.
Staff also come to visit me!
Some kids who are afraid of dogs come to my school, but it’s not long before they love me.
I let kids teach me tricks.
I get to go outside and play when I hear the kids calling for me.
I don’t get scared by all the loud and different sounds I hear every day. I’m used to them.
I do get scared when it rains or thunders— then I hide under the desk.
When the bell rings, I go outside to the buses to tell the kids goodbye.
I also do volunteer visits for Therapy Dogs International
It's very important that I get time with my canine friends and time outside to discharge some of the heavy emotions I take on as part of my job.
People say I’m good at what I do, but it just comes naturally to me.