Traumatic or adverse experiences are pervasive among school-aged children and youth. Trauma undermines students' ability to learn, form relationships, and manage their feelings and behavior. School-based professionals working with traumatized students are often unaware of their complex needs or how to meet them within the hours of the typical school day. Combining knowledge of the cognitive and behavioral effects of trauma, evidence-based interventions, educational best practices, and the experiences of veteran educators, Supporting and Educating Traumatized Students: A Guide for School-Based Professionals presents a new framework for assisting students with a history of trauma. Designed specifically for busy educators who work with traumatized students daily, this volume brings together practitioners, researchers, and other experts with backgrounds in education, school psychology, school nursing, school social work, school counseling, school administration, clinical psychology, resilience, and trauma studies to examine the impacts of numerous traumatic experiences on school-aged children and youth. The book provides practical, effective, and implementable strategies and resources for adapting and differentiating instruction, modifying the classroom and school environments, and building competency for students affected by trauma. Chapters offer techniques and strategies designed for all types of educational environments and in the context of multiple potential sources of trauma. Supporting and Educating Traumatized Students is an essential resource for classroom teachers and for practicing school-based professionals. It is also useful for courses that address crisis, trauma, and education across a broad spectrum of specializations, including school social work, education, psychology, counseling, and school administration.
Preface
Acknowledgments
About the Editors
Contributors
SECTION I: Introduction to Trauma and its Impact on School Functioning
1: Childhood Trauma and a Framework for Intervention
Margaret Blaustein
2: How the Traumatic Experiences of Students Manifest in School Settings
Ron Hertel and Mona M. Johnson
3: Developmental Differences in Response to Trauma
LaDona R. Wiebler
SECTION II: Potential Sources of Trauma and Implications for Classroom Instruction and School-Based Interventions
4: Immigrant Students
Lyn Morland, Dina Birman, Burna Dunn, Myrna Ann Adkins, and Laura Gardner
5: Students Experiencing Homelessness
Diana Bowman and Patricia A. Popp
6: Students Exposed to Community Violence
Dorothy Rohde-Collins
7: Students with Incarcerated Parents
Jennifer Buxton-McClendon
8: Students with Parents Involved in Substance Abuse or Dependence
Brian R. Devine
9: Students Exposed to Domestic Violence
Lisa Weed Phifer and Deseri A. McPherson
10: Students Anticipating the Death of a Family Member or Loved One
Jarena G. Fleischman
11: Students Responding to the Unexpected Death of a Family Member or Loved One
Robert J. Wingfield and Susan Craft
12: Students from Military Families
Courtney D. Carter
13: Students Affected by Sexual Abuse
Delphine Collin-Vezina
14: Students Affected by Neglect
Mardi Bernard and Elizabeth Popard Newell
15: Students Affected by Physical and Emotional Abuse
Lisa Wegman and A. Michelle O'Banion
16: Students Responding to Natural Disasters and Terrorism
Ryan P. Kilmer, Virginia Gil-Rivas, and Steven J. Hardy
SECTION III. Administrative and Policy Considerations
Fostering Resiliency
17: Creating Safe and Supportive Schools for Students Impacted by Traumatic Experience
Joel M. Ristuccia
18: Addressing Trauma and Other Barriers to Learning and Teaching: Developing a Comprehensive System of Intervention
Howard Adelman and Linda
19: Lessons for Developing Resilience
George S. Everly, Jr. and Rachel M. Firestone
George S. Everly, Jr. and Rachel M. Firestone
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