The guidance in this book is explained with simple, easy-to-implement strategies you can apply immediately to your own practice and is accompanied by brainstorming questions to help educational leaders both new to and experienced with ...
Author: Julie M Nicholson
Specifically designed for administrators and leaders working in early childhood education, this practical guide offers comprehensive resources for creating trauma-responsive organizations and systems. Throughout this book, you'll find: - Exercises and tools for identifying the strengths and areas in need of change within your program, school or agency. - Reflection questions and sample conversations. - Rich vignettes from programs already striving to create healthier, trauma-responsive environments. The guidance in this book is explained with simple, easy-to-implement strategies you can apply immediately to your own practice and is accompanied by brainstorming questions to help educational leaders both new to and experienced with trauma-informed practices succeed.
The book introduces a range of trauma-informed teaching and family engagement strategies that readers can use in their early childhood programs to create strength-based environments that support children’s health, healing, and resiliency.
Author: Julie Nicholson
Trauma-Informed Practices for Early Childhood Educators guides child care providers and early educators working with infants, toddlers, preschoolers, and early elementary aged children to understand trauma as well as its impact on young children’s brains, behavior, learning, and development. The book introduces a range of trauma-informed teaching and family engagement strategies that readers can use in their early childhood programs to create strength-based environments that support children’s health, healing, and resiliency. Supervisors and coaches will learn a range of powerful trauma-informed practices that they can use to support workforce development and enhance their quality improvement initiatives.
Author: JULIE. KURTZ NICHOLSON (JULIE.)Publish On: 2021-09-07
Throughout this book, you'll find: - Evidence-based practices that promote trauma-response family engagement. - Exercises and tools for identifying the strengths and learning edges within your program, school, or agency.
Author: JULIE. KURTZ NICHOLSON (JULIE.)
Designed for all professionals working with parents and families of young children, this practical guide offers comprehensive resources for building trauma-responsive family engagement in your school or program. Throughout this book, you'll find: - Evidence-based practices that promote trauma-response family engagement. - Exercises and tools for identifying the strengths and learning edges within your program, school, or agency. - Vignettes from people and programs striving to create trusting, asset-focused partnerships with families that improve equity and promote culturally responsive practices. - Reflective inquiry questions and sample conversations to help you examine your own practices. With concrete examples and easy-to-implement strategies, this critical book helps readers put theory into practice while providing essential support for individuals and groups both new to and experienced with trauma-responsive practices in early childhood.
By tying the importance of educator self-care to goals of social justice and equity, this book advocates for increased awareness of the importance of self-care on both an individual and institutional level.
Author: Julie Nicholson
The first self-care book designed specifically for the early childhood field, Culturally Responsive Self-Care Practices for Early Childhood Educators is filled with helpful strategies and tools that you can implement immediately. Recognizing that self-care is not one size fits all, the authors present culturally responsive strategies drawn from diverse early childhood staff working in a range of roles across communities and contexts. By tying the importance of educator self-care to goals of social justice and equity, this book advocates for increased awareness of the importance of self-care on both an individual and institutional level. Through key research findings, effective strategies and personal anecdotes, this accessible guide helps readers understand and engage with the critical role self-care and wellness-oriented practices play in creating strong foundations for high quality early learning programs.
This guide provides an overview of the three tenets of a TICR approach for maximizing students’ social-emotional and academic well-being; gives you the tools to understand the underlying reason for behavior issues; identifies common ...
Author: Dr. Isaiah Pickens
Publisher: National Professional Resources, Inc.
What if you had the superpower to understand the most hidden barrier to your students’ achievement or the ability to see exactly what motivates them and bring that motivation to life? That is the power of a trauma-informed and culturally responsive (TICR) approach. A TICR approach helps you understand the underlying causes of challenging behaviors as well as personal motivators for academic achievement, and enables you to respond to students in a way that meets their underlying needs, honors their life stories, and empowers them while setting appropriate limits. When effectively applied, it unleashes a new method of tapping into student potential by giving you insight into students’ life stories and fostering relationships that help maximize their academic experience. This guide provides an overview of the three tenets of a TICR approach for maximizing students’ social-emotional and academic well-being; gives you the tools to understand the underlying reason for behavior issues; identifies common trauma triggers; outlines how to adjust the classroom to become more responsive to the needs of students with trauma; offers tips for acknowledging the cultural experience of students and making classroom adjustments that promote inclusivity; discusses secondary traumatic stress (STS) that may affect educators, and how to address it.
This book explores how educational institutions have failed to recognize and effectively address the symptoms of trauma in students of all ages.
Author: Karen Gross
This book explores how educational institutions have failed to recognize and effectively address the symptoms of trauma in students of all ages. Given the prevalence of traumatic events in our world, including the COVID pandemic, Gross argues that it is time for educational institutions and those who work within them to change their approaches and responses to traumatic symptoms that manifest in students in schools and colleges. These changes can alter how and what we teach, how we train teachers, how we structure our calendars and create our schedules, how we address student behavior and disciplinary issues, and how we design our physical space. Drawing on real-life examples and scenarios that will be familiar to educators, this resource provides concrete suggestions to assist institutions in becoming trauma-responsive environments, including replicable macro- and microchanges. Book Features: Focuses on trauma within the early childhood-adult educational pipeline. Explains how trauma is often cumulative, with recent traumatic events often triggering a revival of traumatic symptomology from decades ago. Provides clarifications of currently used terms and scoring systems and offers new and alternative approaches to identifying and ameliorating trauma. Includes visual images to augment the descriptions in the text.
In this follow-up to her bestseller, Trauma-Sensitive Schools, Susan Craig provides secondary school teachers and administrators with practical ideas for how to improve students' achievement by implementing a trauma-sensitive approach to ...
Author: Susan E. Craig
Publisher: Teachers College Press
The trauma-sensitive schools movement is the result of a confluence of forces that are changing how educators view students' academic and social problems, including the failure of zero-tolerance policies to resolve issues of school safety, bullying, and academic failure, as well as a new understanding of adolescents' disruptive behaviour. In this follow-up to her bestseller, Trauma-Sensitive Schools, Susan Craig provides secondary school teachers and administrators with practical ideas for how to improve students' achievement by implementing a trauma-sensitive approach to instruction. Along with clear explanations of the role that childhood adversity and trauma play in determining academic success, readers will find dozens of concrete strategies to help them: View poor academic and social progress through a trauma-sensitive lens. Create a school climate that fosters safety and resiliency in vulnerable teenagers. Establish relationships with students that support their efforts to self-regulate. Design instruction that reflects the social nature of the brain. Work with the brain's neuroplasticity to increase adolescents' executive functioning. Reduce teacher attrition in high-risk schools by decreasing secondary traumatic stress. Influence educational reforms by aligning them with current research on childhood trauma and its effects on learning. Provides an overview of the effects of three types of trauma on adolescent development: early childhood adversity, community violence, and systemic inequities. The book links the effects of trauma on students' cognitive development to educational reform efforts, integrates research on adolescents' neurodevelopment and current educational best practices, and builds the capacity of education professionals to successfully manage the behaviour of adolescents with symptoms of complex developmental trauma.
Author: Carlomagno C. PanlilioPublish On: 2019-03-28
This book provides an interdisciplinary framework for school intervention into child and adolescent maltreatment, highlighting the unique potential for schools to identify and mitigate the long-term impacts of childhood trauma on ...
Author: Carlomagno C. Panlilio
Category: Social Science
This book provides an interdisciplinary framework for school intervention into child and adolescent maltreatment, highlighting the unique potential for schools to identify and mitigate the long-term impacts of childhood trauma on children’s educational well-being. Contributors evaluate recent efforts to incorporate trauma-informed approaches into schools, including strategic planning by administrators, staff training, prevention programming, liaising with local youth service agencies, and trauma-sensitive intervention with affected students. Among the topics discussed:• The developmental impact of trauma• The role of schools and teachers in supporting student mental health• Prevention programming to prevent child and adolescent sexual abuse• Education policies to support students with traumatic histories• Responding to childhood trauma at both macro and microsystem levels Trauma-Informed Schools: Integrating Child Maltreatment Prevention, Detection, and Intervention is a valuable resource for child maltreatment researchers, educational and school psychologists, school social workers, students in early childhood and K-12 education, and education policy makers at all levels of government. It offers the necessary guidelines and insights to facilitate better learning for students who have experienced trauma, aiming to improve student well-being both inside and outside the classroom.
Trauma Informed Classrooms: What We Say and Do Matters provides readers with the opportunity to critically reflect upon ways trauma is defined, how it can manifest in a variety ways and at different times, and how educators can best support ...
Publisher: Brill - Sense
Trauma Informed Classrooms: What We Say and Do Matters provides readers with the opportunity to critically reflect upon ways trauma is defined, how it can manifest in a variety ways and at different times, and how educators can best support students and families.
This book introduces this promising approach and provides K–5 education professionals with clear explanations of current research and dozens of practical, creative ideas to help them.
Author: Susan Craig
Publisher: Teachers College Press
Growing evidence supports the important relationship between trauma and academic failure. Along with the failure of “zero tolerance” policies to resolve issues of school safety and a new understanding of children’s disruptive behavior, educators are changing the way they view children’s academic and social problems. In response, the trauma-sensitive schools movement presents a new vision for promoting children’s success. This book introduces this promising approach and provides K–5 education professionals with clear explanations of current research and dozens of practical, creative ideas to help them. Integrating research on children’s neurodevelopment and educational best practices, this important book will build the capacity of teachers and school administrators to successfully manage the behavior of children with symptoms of complex developmental trauma. “Kudos! Susan Craig has done it again. After Reaching and Teaching Children Who Hurt, she has written a book that will help administrators and educators truly make schoolwide trauma sensitivity a regular part of the way their schools are run. A major contribution to education reform.” —Susan Cole, director, Trauma and Learning Policy Initiative, Massachusetts Advocates for Children, and Harvard Law School. “Dr. Craig’s message is clear that promoting self-reflection, self-regulation and integration gives traumatized children the chance at learning that they’re not getting in traditional approaches. And she bravely points out that it’s critical for teachers to recognize the toll that this emotional work can take and the need for self-care. Being mindful of both the importance of trauma sensitive systems and the enormity of the task of helping vulnerable children build resilience is so critical for everyone working with and caring for our children.” —Julie Beem, MBA, Executive Director of the Attachment & Trauma Network, Inc.
One of the most daunting challenges will come from trying to implement an early childhood family mental health system ... clinical strategies that can be used to
help young children and families , particularly trauma - informed strategies that
Author: Deborah F. Perry
Publisher: Brookes Pub
This groundbreaking guide to systems development helps professionals improve young children's social?emotional outcomes by building sturdy bridges between mental health and medical, educational, and social services. A comprehensive, research?based boo
"This is a story of mothers. This is a story of daughters.
Author: Elizabeth Wilcox
This is a story of mothers. This is a story of daughters. This is a story of the trauma we carry and the trauma we tend to.So begins this multigenerational memoir that explores the author's maternal history of repeated trauma, separation, adverse childhood experiences (ACES) and their impact on mental health. Set against a twenty-year dialogue with her mother Barbara who suffers from long undiagnosed PTSD, author Elizabeth Wilcox opens her maternal history with the birth of her illegitimate grandmother Violet to a German house servant outside London in 1904. With her mother's encouragement, Wilcox goes on to trace the lives of Violet and her mother Barbara, both of whom are deeply impacted by maternal separation and the complex trauma they have endured because of war. Through a dual timeline that is both present day and historic, Wilcox weaves together the documented and imagined voices of the women who precede her.Through her mother Barbara who has successfully raised seven children despite her difficult past, Wilcox also shows what it means to parent with intention, forgiveness and unconditional love.
This book presents Trauma Informed Guilt Reduction (TrIGR) Therapy, a brief, transdiagnostic psychotherapy designed to reduce guilt and shame. TrIGR offers flexibility in that it can be delivered as an individual or group treatment.
Author: Sonya Norman
Publisher: Academic Press
Trauma Informed Guilt Reduction Therapy (TrIGR) provides mental health professionals with tools for assessing and treating guilt and shame resulting from trauma and moral injury. Guilt and shame are common features in many of the problems trauma survivors experience including posttraumatic stress disorder (PTSD), depression, substance use, and suicidality. This book presents Trauma Informed Guilt Reduction (TrIGR) Therapy, a brief, transdiagnostic psychotherapy designed to reduce guilt and shame. TrIGR offers flexibility in that it can be delivered as an individual or group treatment. Case examples demonstrate how TrIGR can be applied to a range of trauma types including physical assault, sexual abuse, childhood abuse, motor vehicle accidents, and to moral injury from combat and other military-related events. Conceptualization of trauma-related guilt and shame, assessment and treatment, and special applications are covered in-depth. Summarizes the empirical literature connecting guilt, shame, moral injury, and posttraumatic problems Guides therapists in assessing posttraumatic guilt, shame, moral injury, and related problems Provides a detailed look at a brief, transdiagnostic therapy shown to reduce guilt and shame related to trauma Describes how TrIGR can be delivered as an individual or group intervention Includes a comprehensive therapist manual and client workbook
This book responds to the learning and behavioral needs of children who have experienced traumatic events or toxic stress—such as natural disasters, community violence, or abuse or neglect within the child’s familial relations—and ...
Author: Barbara Oehlberg
Publisher: Redleaf Press
More than 75 empowering and healing classroom activities Children living with uncertainty and insecurity often have difficulty focusing on learning. They might demonstrate disrespectful or defiant behaviors, act out, or act with aggression. As an educator, you may provide the only stability in their otherwise turbulent world. Making It Better explains trauma-informed education, an approach that recognizes the impact of traumatic stress on children and its effect on the growing brain, and applies the latest neurological research to teaching methods, disciplinary policies, and interactions to support grieving children. This book responds to the learning and behavioral needs of children who have experienced traumatic events or toxic stress—such as natural disasters, community violence, or abuse or neglect within the child’s familial relations—and includes a collection of activities and strategies to help children heal and feel empowered. Distressed children need absolute emotional security and an opportunity to engage in healing activities. With your help, children can begin to build resiliency and find renewed hope for the future. Barbara Oehlberg, MA, is an education and child trauma consultant who has presented for many organizations throughout the country. With a career that has spanned many levels, Barbara has spent more than 30 years making a positive impact on children’s lives.
Based on scientific therapeutic strategies, Dr. Welsh will teach you practical proven, and effective skills for working through trauma and healing your mind, body, and spirit."--page 4 of cover.
Author: Elena Welsh
Publisher: Althea Press
Trauma Survivors' Strategies for Healing offers the latest, recovery-oriented strategies to manage symptoms and take your life back from trauma. The decision to begin working on your trauma is not an easy one, but it is an essential step on your journey into healing. In Trauma Survivors' Strategies for Healing, clinical psychologist Dr. Elena Welsh delivers an actionable workbook with new strategies to rebuild from trauma and start living the life you want to lead. Based on scientifically-backed therapeutic strategies, Dr. Welsh will teach you practical, proven effective skills for working through trauma and healing your mind, body, and spirit. The exercises in Trauma Survivors' Strategies for Healing have helped thousands of trauma survivors cope and find relief from trauma-related symptoms in daily life. Whether the source of your trauma was one experience or a series of ongoing events, with Trauma Survivors' Strategies for Healing you will: Understand trauma with an in-depth introduction that addresses the wide range of symptoms associated with trauma as well as physical symptoms and illnesses. Discover the root of your trauma with self-diagnostic quizzes and reflective assessments to help you identify personal triggers and the specific symptoms you are experiencing. Take your life back with actionable strategies that deepen your mind-body connection and incorporate wellness habits into your everyday life. Trauma Survivors' Strategies for Healing arms you with the tools you need to heal, thrive, and enjoy life beyond trauma.
Examining the Safety of High-risk Interventions for Children and Young People
Michael A. Nunno, David M. Day, Lloyd ... trauma - informed strategies , creative /
innovative early interventions to de - escalate conflict ) and tertiary intervention ( if
Author: Michael A. Nunno
Publisher: CWLA Press (Child Welfare League of America)
Category: Child welfare
For Our Own Safety is devoted entirely to the subject of, and risks associated with, restraint and seclusion of children. This book is a collection of the diverse viewpoints presented at the international symposium, Examining the Safety of High-Risk Interventions for Children and Young People. It presents frank examination of the legal, ethical, and historical uses of physical restraints and seclusion. Also addressed in this collection are issues of safety, the psychological and emotional impacts of restraint, guidelines for development and use, as well as clinical and organizational strategies likely to reduce use. Intended for use by professionals who want to address the impact of aggression and violence in residential care, this volume contributes to the discussion of the appropriate use of high-risk interventions and the ways to improve the general quality of child residential treatment services though safe and harm-free environments.
Their Contributions to Object Representations in Delinquent and Nondelinquent
Adolescent Boys Sandi Lyn Isaacson ... and other attachment behaviors are more
likely to develop secure attachments than infants whose mothers are less responsive ( Stayton & Ainsworth , 1973 ) . ... Insecurely attached infants develop
defensive strategies which allow them to maintain proximity to their mother ,