Trauma Informed Classrooms : What We Say and Do Matters /
Trauma Informed Classrooms : What We Say and Do Matters /
What We Say and Do Matters
edited by Katia González, Rhoda Frumkin.
- 1 online resource.
- Educational Research E-Books Online, Collection 2021, ISBN: 9789004441088 .
- Educational Research E-Books Online, Collection 2021, ISBN: 9789004441088. .
Includes bibliographical references and index.
Copyright page / Preface / Acknowledgments / Figures and Tables / Notes on Contributors / Reflections: Exercises / Chapter 1 Trauma-Informed Early Childhood Classrooms / Chapter 2 The Tiniest Tears / Chapter 3 Techniques for Creating Trauma-Sensitive Learning Environments for Children / Chapter 4 Mindfulness in the Trauma Informed Classroom / Chapter 5 The Fine Arts and Teaching Efficacy / Chapter 6 The Impact of Social Support on First Year Teacher Development / Chapter 7 Collaboration across Disciplines to Treat Children Exposed to Adverse Childhood Experiences / Chapter 8 A Call for Trauma-Informed Understanding at Colleges and Universities / Chapter 9 Trauma-Informed Classrooms / Index / Editors: Katia González and Rhoda Frumkin -- Editors: Katia González and Rhoda Frumkin -- Editors: Katia González and Rhoda Frumkin -- Editors: Katia González and Rhoda Frumkin -- Editors: Katia González and Rhoda Frumkin -- Editors: Katia González and Rhoda Frumkin -- Authors: Helen Mele Robinson and Loreta Andersen -- Author: Carolyn Oglio-Taverner -- Author: Jennifer Lauria -- Author: Deryn A. Susman -- Author: Kathleen M. Palladino -- Author: Eman Metwally -- Author: Karen Prihoda -- Authors: Ange Concepcion and Kevin Nadolski -- Authors: Vanessa Smith-Washington and Edna Aurelus -- Editors: Katia González and Rhoda Frumkin.
The ability of educators to provide a nurturing environment to support students' cognitive, social-emotional, and physical well-being can impact not only the classroom as a learning space but may also have a long lasting effect on children and families. Educators are seeking ways to become better informed on how trauma can affect learners, individually and as a group, while also searching for evidence based practices to support pedagogical decision-making. This book provides readers with the opportunity to critically reflect upon ways research connects to practice while considering how stressors can be minimized to support students. A special section related to educators' personal and professional growth is also included.
9789004465367 9789004465350
10.1163/9789004465367 DOI
2021021503
Affective education.
Classroom environment.
Psychic trauma in adolescence.
Psychic trauma in adolescence.
Psychic trauma in children.
Teacher-student relationships.
LB1072
370.15/34
Includes bibliographical references and index.
Copyright page / Preface / Acknowledgments / Figures and Tables / Notes on Contributors / Reflections: Exercises / Chapter 1 Trauma-Informed Early Childhood Classrooms / Chapter 2 The Tiniest Tears / Chapter 3 Techniques for Creating Trauma-Sensitive Learning Environments for Children / Chapter 4 Mindfulness in the Trauma Informed Classroom / Chapter 5 The Fine Arts and Teaching Efficacy / Chapter 6 The Impact of Social Support on First Year Teacher Development / Chapter 7 Collaboration across Disciplines to Treat Children Exposed to Adverse Childhood Experiences / Chapter 8 A Call for Trauma-Informed Understanding at Colleges and Universities / Chapter 9 Trauma-Informed Classrooms / Index / Editors: Katia González and Rhoda Frumkin -- Editors: Katia González and Rhoda Frumkin -- Editors: Katia González and Rhoda Frumkin -- Editors: Katia González and Rhoda Frumkin -- Editors: Katia González and Rhoda Frumkin -- Editors: Katia González and Rhoda Frumkin -- Authors: Helen Mele Robinson and Loreta Andersen -- Author: Carolyn Oglio-Taverner -- Author: Jennifer Lauria -- Author: Deryn A. Susman -- Author: Kathleen M. Palladino -- Author: Eman Metwally -- Author: Karen Prihoda -- Authors: Ange Concepcion and Kevin Nadolski -- Authors: Vanessa Smith-Washington and Edna Aurelus -- Editors: Katia González and Rhoda Frumkin.
The ability of educators to provide a nurturing environment to support students' cognitive, social-emotional, and physical well-being can impact not only the classroom as a learning space but may also have a long lasting effect on children and families. Educators are seeking ways to become better informed on how trauma can affect learners, individually and as a group, while also searching for evidence based practices to support pedagogical decision-making. This book provides readers with the opportunity to critically reflect upon ways research connects to practice while considering how stressors can be minimized to support students. A special section related to educators' personal and professional growth is also included.
9789004465367 9789004465350
10.1163/9789004465367 DOI
2021021503
Affective education.
Classroom environment.
Psychic trauma in adolescence.
Psychic trauma in adolescence.
Psychic trauma in children.
Teacher-student relationships.
LB1072
370.15/34