This book offers the most comprehensive resource and guide for all educators to promote trauma-informed approaches in schools. Chapters range from broad policy implications, to strategies for school-wide implementation, to simple implementable strategies that educators can offer without requiring an advanced mental health degree.
This book offers the most comprehensive resource and guide for all educators to promote trauma-informed approaches in schools. Chapters range from broad policy implications, to strategies for school-wide implementation, to simple implementable strategies that educators can offer without requiring an advanced mental health degree.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Eric Rossen, PhD, NCSP, is a Nationally Certified School Psychologist, the director of professional development and standards for the National Association of School Psychologists (NASP), a licensed psychologist in Maryland, and a credentialed National Register Health Service psychologist. He has worked in public schools and in independent practice and has served as a college instructor and adjunct faculty at the University of Missouri and Prince George's Community College.
Inhaltsangabe
* SECTION 1: Introduction to Trauma and Its Impact on School Functioning * Chapter 1: The Evolution of Trauma Informed Schools * Kathryn Simon, Sidonia Compton, and Stacy Overstreet * Chapter 2: How the Traumatic Experiences of Students Manifest in School Settings * Ron Hertel and Mona M. Johnson * Chapter 3: A Trauma-Informed Culturally-Responsive (TICR) Approach in the Classroom * Isaiah Pickens * Chapter 4: Instructional Strategies for a Trauma Informed Classroom * Hannah M. Grossman * Chapter 5: Understanding Posttraumatic Adjustment Trajectories in School-Age Youth: Supporting Stress Resistance, Resilient Recovery, and Growth * Christopher M. Layne and Stevan Hobfoll * SECTION 2: Potential Sources of Trauma and Implications for Classroom Instruction and School-Based Interventions * Chapter 6: Immigrant Students * Lyn Morland and Dina Birman * Chapter 7: Students Experiencing Homelessness * Diana Bowman and Patricia A. Popp * Chapter 8: Students Exposed to Community Violence * Dorothy Rohde-Collins * Chapter 9: Research and Best Practices to Support Students with Incarcerated Parents * Megan Sullivan * Chapter 10: Students with Parents Involved in Substance Abuse or Dependence * Celeste M. Malone, Tierra T. Ellis, and DeLon Isom * Chapter 11: Students Exposed to Domestic Violence * Lisa Weed Phifer * Chapter 12: Supporting Grieving Students * David Schonfeld and Thomas Demaria * Chapter 13: Students from Military Families * Mark C. Pisano * Chapter 14: Students Affected by Child Maltreatment * Delphine Collin-Vézina * Chapter 15: Students affected by interpersonal violence * Viann N. Nguyen-Feng, Tim Carroll, and Lindsey King * Chapter 16: Supporting Students Following Crises and Natural Disasters * Benjamin S. Fernandez * SECTION 3: Administrative and Policy Considerations * Chapter 17: Addressing Secondary Traumatic Stress in Trauma Informed Schools * Brenda Sweeney and James Caringi * Chapter 18: Trauma screening and assessment * Katie Eklund, Taylor Koriakin, Sandy Chafouleas, and Sophia Dodge * Chapter 19: Design as the Missing Variable in Trauma-Informed Schools * Dak Kopec and J. Davis Harte * Chapter 20: Developing School Staff Buy-In for Trauma-Informed Schools * Courtney N. Baker, Julia M. Augenstern, Stephanie A. Moberg, Nyx Robey, and Megan C. Saybe * Chapter 21: Effective Implementation and Evaluation of Trauma-Informed Schools * Elizabeth Cook and Pamela Black
* SECTION 1: Introduction to Trauma and Its Impact on School Functioning * Chapter 1: The Evolution of Trauma Informed Schools * Kathryn Simon, Sidonia Compton, and Stacy Overstreet * Chapter 2: How the Traumatic Experiences of Students Manifest in School Settings * Ron Hertel and Mona M. Johnson * Chapter 3: A Trauma-Informed Culturally-Responsive (TICR) Approach in the Classroom * Isaiah Pickens * Chapter 4: Instructional Strategies for a Trauma Informed Classroom * Hannah M. Grossman * Chapter 5: Understanding Posttraumatic Adjustment Trajectories in School-Age Youth: Supporting Stress Resistance, Resilient Recovery, and Growth * Christopher M. Layne and Stevan Hobfoll * SECTION 2: Potential Sources of Trauma and Implications for Classroom Instruction and School-Based Interventions * Chapter 6: Immigrant Students * Lyn Morland and Dina Birman * Chapter 7: Students Experiencing Homelessness * Diana Bowman and Patricia A. Popp * Chapter 8: Students Exposed to Community Violence * Dorothy Rohde-Collins * Chapter 9: Research and Best Practices to Support Students with Incarcerated Parents * Megan Sullivan * Chapter 10: Students with Parents Involved in Substance Abuse or Dependence * Celeste M. Malone, Tierra T. Ellis, and DeLon Isom * Chapter 11: Students Exposed to Domestic Violence * Lisa Weed Phifer * Chapter 12: Supporting Grieving Students * David Schonfeld and Thomas Demaria * Chapter 13: Students from Military Families * Mark C. Pisano * Chapter 14: Students Affected by Child Maltreatment * Delphine Collin-Vézina * Chapter 15: Students affected by interpersonal violence * Viann N. Nguyen-Feng, Tim Carroll, and Lindsey King * Chapter 16: Supporting Students Following Crises and Natural Disasters * Benjamin S. Fernandez * SECTION 3: Administrative and Policy Considerations * Chapter 17: Addressing Secondary Traumatic Stress in Trauma Informed Schools * Brenda Sweeney and James Caringi * Chapter 18: Trauma screening and assessment * Katie Eklund, Taylor Koriakin, Sandy Chafouleas, and Sophia Dodge * Chapter 19: Design as the Missing Variable in Trauma-Informed Schools * Dak Kopec and J. Davis Harte * Chapter 20: Developing School Staff Buy-In for Trauma-Informed Schools * Courtney N. Baker, Julia M. Augenstern, Stephanie A. Moberg, Nyx Robey, and Megan C. Saybe * Chapter 21: Effective Implementation and Evaluation of Trauma-Informed Schools * Elizabeth Cook and Pamela Black
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