Description
Book Synopsis This call to action for educators examines how childhood trauma impacts cognitive, emotional and social development, and offers perspectives and strategies for fostering trauma-sensitive school cultures. Strong evidence indicates the central problems that underlie many behavioral and emotional obstacles to learning are rarely identified by educators. When these issues are properly understood and addressed, teachers, administrators and parents can more effectively serve students'' emotional and social needs, resulting in dramatic improvement in academic outcomes, attendance, teacher retention and parental involvement.
Table of ContentsAcknowledgments
Part I. "Children of an Idle Brain": Understanding Trauma
Introduction: The Author's Voice
1. Maslow and Bronfenbrenner
2. Child Trauma
3. Other Common Sources of Trauma
4. Brain Research
5. The Influence of Religion
6. The Law and Child Maltreatment
Part II. A Model for the Trauma-Sensitive, Social-Emotional Learning School
Introduction: The Field of Dreams
7. The Trauma-Informed Teacher
8. Trauma-Informed Instruction, Social-Emotional Learning and Maslow
9. Rethinking Assessment
10. Social-Emotional Learning Competencies and Teaching Strategies
11. Behavior Management
12. Support Staff Leadership
13. Changing the Culture
The Last Word
Chapter Notes
Bibliography
Index
