Children and Trauma : : Critical Perspectives for Meeting the Needs of Diverse Educational Communities.
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| Superior document: | Inspired by the Contributions of Vygotsky,Freire, and a Host of Post-Modern, Feminist, and Critical Educators, Educational Psychology: Meaning Making for Teachers and Learnersis a Collection of Writing Dedicated to Individual Learners and Seeking to Creat |
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| Place / Publishing House: | Bloomfield : : Myers Education Press,, 2022. Ã2022. |
| Year of Publication: | 2022 |
| Edition: | 1st ed. |
| Language: | English |
| Series: | Inspired by the Contributions of Vygotsky,Freire, and a Host of Post-Modern, Feminist, and Critical Educators, Educational Psychology: Meaning Making for Teachers and Learnersis a Collection of Writing Dedicated to Individual Learners and Seeking to Creat
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| Online Access: | |
| Physical Description: | 1 online resource (379 pages) |
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Table of Contents:
- Cover
- Half-Title
- Title
- Copyright
- Dedication
- Contents
- Acknowledgments
- Introduction
- Chapter 1: A Bioecological Model for School-Based Trauma Informed Practice (Theresa Kruczek)
- Chapter 2: Trauma, Adversity, and the Classroom Teacher: Systematically Planning for Safety and Resiliency (Doyle Pruitt and Peter Kozik)
- Chapter 3: Integrated Theories for Integrated Childhoods: How Bioecological Systems Theory and Relational Cultural Theory Shape Trauma-Informed Care in Schools (Joel Arvizo-Zavala, Yifat Levenstein, and Amira Trevino)
- Chapter 4: Ensuring the Success of Young Children: Trauma-Informed Practice in the Preschool Classroom (Marla J. Lohmann, Johanna P. Higgins, and Jennifer Rossman)
- Chapter 5: Understanding the Impact of Trauma on School-Age Children and Their Families (Jennifer Foster and Aneesh Kumar)
- Chapter 6: Helping the Helpers in Education (Jody A. Kunk-Czaplicki and R. Jason Lynch)
- Chapter 7: Research and Teaching Methods for Children Who Have Experienced Trauma (Meghan Kessler and Michele Miller)
- Chapter 8: Relationship Over Reproach: One School's Efforts in Fostering Resilience Through Trauma-Informed Practices (Carrie Giboney Wall)
- Chapter 9: A Trauma-Informed School District Case Study: Iron County School District (Maren Hirschi and Shawn Christiansen)
- Chapter 10: Strategies to Meet the Needs of Students with Trauma (Natalia Assis, Mark Reid, Angela Proctor, and Thomas Brooks)
- Chapter 11: The Impact of Trauma on Rural Communities (Susanne James, Anni Reinking, and Jayme Swanke)
- Chapter 12: Trauma's Impact on Urban School Districts: An Action Plan for Educators (Jennifer Hernandez)
- Chapter 13: The Need for a New Trauma-Informed Framework: Integrating Social Justice Education (Brianne Kramer).
- Chapter 14: rACEism: Addressing Adverse Childhood Experiences (ACEs) of African American Youth in K-12 Education and Beyond (Laura Danforth, John W. Miller, Jr., and Jaqueline Burse)
- Chapter 15: Indigenous Methodologies for Teaching in a Trauma-Informed Health Education Program (Sarah Allen, Rae Deernose, Alma Knows His Gun McCormick, Shannen Keene, Brianna Bull Shows, John Hallett, Mark Schure, Suzanne Held, and Christiane Parrish)
- Chapter 16: Blurred Lines: Trauma and Educational Disability (Jennifer M. McKenzie)
- Chapter 17: Responding to Trauma: Considerations of Attachment of Youth in Foster Care (Amanda Hill)
- Chapter 18: A Call to Action: Recommendations for Teacher Advocacy in the Aftermath of 2020 (Brianne Kramer, Jennifer M. McKenzie, and John Rodari Meisner)
- Conclusion
- Editor and Author Biographies
- Index.