图书简介
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.
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-Vezina; 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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