Contributor
Rossen, Eric A. editor.
Edition Statement:Second edition.
ImprintNew York, NY : Oxford University Press, [2020]
Descriptionxviii, 411 pages : illustrations ; 24 cm
Note:The evolution of trauma-informed schools / Kathryn Simon, Sidonia E. Compton, and Stacy Overstreet -- How the traumatic experiences of students manifest in school settings / Ron Hertel and Mona M. Johnson -- A trauma-informed culturally-responsive (TICR) approach in the classroom / Isaiah Pickens -- Instructional strategies for a trauma-informed classroom / Hannah M. Grossman -- Understanding post-traumatic adjustment trajectories in school-age youth: supporting stress resistance, resilient recovery, and growth / Christopher M. Layne and Stevan Hobfoll -- Immigrant students / Lyn Morland and Dina Birman -- Students experiencing homelessness / Diana Bowman and Patricia A. Popp -- Students exposed to community violence / Dorothy Rohde-Collins -- Research and best practices to support students with incarcerated parents / Megan Sullivan -- Students with parents involved in substance abuse or dependence / Celeste M. Malone, Tierra Ellis, and Delon Isom -- Students exposed to domestic violence / Lisa Weed Phifer -- Supporting grieving students / David Schonfeld and Thomas Demaria -- Students from military families / Mark C. Pisano -- Students affected by child maltreatment / Delphine Collin-Vezina -- Students affected by interpersonal violence / Viann N. Nguyen-Feng, Tim Carroll, and Lindsey King -- Supporting students following crises and natural disasters / Ben Fernandez -- Addressing secondary traumatic stress in trauma informed schools / Brenda Sweeney and James Caringi -- Trauma screening and assessment / Katie Eklund, Taylor Koriakin, Sandy Chafouleas, and Sophia Dodge -- Design as the missing variable in trauma-informed schools / Dak Kopec and J. Davis Harte -- Developing school staff buy-in for trauma-informed schools / Courtney N. Baker, Julia M. Augenstern, Stephanie A. Moberg, Nyx Robey, and Megan C. Saybe -- Effective implementation and evaluation of trauma-informed schools / Elizabeth Cook and Pamela Black.
Bibliography Note:Includes bibliographical references and index.
Note:"Traumatic or adverse experiences are pervasive among school-aged children and youth. These experiences undermine students' ability to learn, form relationships, and manage their feelings and behaviour. Meanwhile, educators and school-based professionals often remain unaware of the complex needs of their students or how to meet them within the hours of the typical school day, all while possibly dealing with their own stressors. Supporting and Educating Traumatized Students: A Guide for School-Based Professionals provides a practically oriented tool for understanding and assisting students with a history of trauma. Designed specifically for professionals in mental health and education settings, this volume combines content and expertise from practitioners, researchers, and other experts with backgrounds in education, school psychology, school social work, school administration, resilience, school policy, and trauma. The book provides a thorough background on current research in trauma and its impact on school functioning; administrative and policy considerations; and a broad set of practical and implementable strategies and resources for adapting and differentiating instruction, modifying the classroom and school environments, and building competency for students and staff impacted by trauma. Rather than provide complex treatment protocols, the chapters in this book offer simple techniques and strategies designed for all types of educational environments within the context of multiple potential sources of trauma. Supporting and Educating Traumatized Students is an essential resource for classroom teachers, administrators, and school-based professionals, as well as courses that address crisis, trauma, and education across a broad spectrum of specializations."-- Provided by publisher.
