| Description |
1 online resource : illustrations |
| Bibliography |
Includes bibliographical references. |
| Contents |
Section I. Foundational Principles of Trauma-Informed School Practices -- Chapter 1: The State of Public Schools -- Chapter 2: Optimum Development and Academic Readiness -- Chapter 3: When Stress and Trauma Overwhelm Coping Resources -- Chapter 4: Trauma and Classroom Impact -- Chapter 5: Trauma-Informed Response Best Practices -- Chapter 6: The Trauma-Informed School Practices Tri-Phasic Model -- Section II. Implementing Trauma-Informed School Practices -- Chapter 7: Planning for Transition to Trauma-Informed School Practices: District, School, and Educator Considerations -- Chapter 8: Implementing Trauma-Informed School Practices in the Classroom -- Chapter 9: Responding to Behavioral Disruptions Using Trauma-Informed School Practices : Principles and Practices -- Section III. Sustaining Trauma-Informed School Practices -- Chapter 10: Orienting and Supporting Parents as TISP Co-Faciliators -- Chapter 11: Applying Trauma-Informed School Practices to Educator Competencies -- Chapter 12: Nurturing Effictive and Sustainablwe Trauma-Informed School Practices |
| Form |
Also available in print. |
| Summary |
This textbook represents the combined insight and experience of Morton, a K-12 educator, and Berardi, a psychotherapist, both of whom are university educators with extensive work experience serving districts and their teachers seeking to incorparate trauma-informed principles into their school culture and classroom. The authors identify that the field of education is now ready to deepen its level of response to the paradigm shift created by advances in neuroscience and traumatology. Hence, the primary focus is on identifying and applying trauma-informed educator competencies needed to transform districts, schools, educators, classrooms, and the field of education itself, while also including community members such as parents and board members in these processes - a total system makeover. At the conclusion of this text, the student, educator, or mental health professional will have a deeper understanding of what trauma-informed practice requires of them. This includes practical strategies on how to transform our learning communities in response to the devastating effect of unmitigated stress and trauma on our students' ability to learn and thrive throughout their lifespan. (from back cover) |
| Note |
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted. |
| Local Note |
Promoted: Local to Global Cooperative Open Textbook Library |
| Subject |
School social work -- United States.
|
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Psychic trauma in children -- United States.
|
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School social work. (OCoLC)fst01107783
|
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Psychic trauma in children. (OCoLC)fst01081227
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United States. (OCoLC)fst01204155
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| Genre/Form |
Open Textbooks.
|
| Added Author |
Morton, Brenda M., author.
|
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George Fox University, publisher.
|
| ISBN |
9780999829226 |
|
099982922X |
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