Supporting and Educating Traumatized Students
A Guide for School-Based Professionals
Published on 29. November 2012
Book
Hardback
336 pages
978-0-19-976652-9 (ISBN)
Description
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.
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.
Reviews / Votes
Rossen and Hull have created a valuable resource for those who work with traumatized students-which is practically everyone in the field of education-and in the process have done a great service for children and young people suffering the devastating effects of trauma. * Impact: The Journal of the Center for Interdisciplinary Teaching & Learning *More details
Language
English
Place of publication
New York
United States
Target group
Professional and scholarly
Classroom teachers, practicing school-based professionals, and for use in courses that address crisis, trauma, and education across a broad spectrum of specializations, including school social work, education, psychology, counseling, and school administration.
Dimensions
Height: 233 mm
Width: 157 mm
Thickness: 18 mm
Weight
486 gr
ISBN-13
978-0-19-976652-9 (9780199766529)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Eric Rossen, Ph.D., is a nationally certified school psychologist and licensed psychologist in Maryland. He currently serves as Director of Professional Development and Standards at the National Association of School Psychologists.
Robert Hull, Ed.S., MHS, is a school psychologist in Prince George's County Public Schools, Maryland, serves on the faculty at the University of Missouri, and holds a position as adjunct faculty at Goucher College.
Robert Hull, Ed.S., MHS, is a school psychologist in Prince George's County Public Schools, Maryland, serves on the faculty at the University of Missouri, and holds a position as adjunct faculty at Goucher College.
Content
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