Developing Trauma-Responsive Approaches to Student Discipline

Developing Trauma-Responsive Approaches to Student Discipline

Author: Kirk Eggleston

Publisher: Routledge

Published: 2021-03-10

Total Pages: 122

ISBN-13: 1000389189

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Building on comprehensive research conducted in US schools, this accessible volume offers an effective model of school leadership to develop and implement school-wide, trauma-responsive approaches to student discipline. Recognizing that challenging student behaviours are often rooted in early experiences of trauma, the volume builds on a model from the Substance Abuse and Mental Health Services Administration (SAMHSA) to walk readers through the processes of realizing, recognizing, responding to, and resisting the impacts of trauma in school contexts. Research and interviews model an educational reform process and explain how a range of differentiated interventions including Positive Behaviour Interventions and Supports (PBIS), social-emotional learning (SEL), restorative justice, and family engagement can be used to boost student resilience and pro-social behaviour. Practical steps are supported by current theory, resources, and stories of implementation from superintendents, principals, and teachers. This text will benefit school leaders, teachers, and counsellors with an interest in restorative student discipline, emotional and behavioural difficulties in young people, and PreK-12 education more broadly. Those interested in school psychology, trauma studies, and trauma counselling with children and adolescents will also benefit from the volume.


Book Synopsis Developing Trauma-Responsive Approaches to Student Discipline by : Kirk Eggleston

Download or read book Developing Trauma-Responsive Approaches to Student Discipline written by Kirk Eggleston and published by Routledge. This book was released on 2021-03-10 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building on comprehensive research conducted in US schools, this accessible volume offers an effective model of school leadership to develop and implement school-wide, trauma-responsive approaches to student discipline. Recognizing that challenging student behaviours are often rooted in early experiences of trauma, the volume builds on a model from the Substance Abuse and Mental Health Services Administration (SAMHSA) to walk readers through the processes of realizing, recognizing, responding to, and resisting the impacts of trauma in school contexts. Research and interviews model an educational reform process and explain how a range of differentiated interventions including Positive Behaviour Interventions and Supports (PBIS), social-emotional learning (SEL), restorative justice, and family engagement can be used to boost student resilience and pro-social behaviour. Practical steps are supported by current theory, resources, and stories of implementation from superintendents, principals, and teachers. This text will benefit school leaders, teachers, and counsellors with an interest in restorative student discipline, emotional and behavioural difficulties in young people, and PreK-12 education more broadly. Those interested in school psychology, trauma studies, and trauma counselling with children and adolescents will also benefit from the volume.

Developing Trauma-Responsive Approaches to Student Discipline

Developing Trauma-Responsive Approaches to Student Discipline

Author: Kirk Eggleston

Publisher: Taylor & Francis

Published: 2021-03-10

Total Pages: 173

ISBN-13: 1000389138

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Building on comprehensive research conducted in US schools, this accessible volume offers an effective model of school leadership to develop and implement school-wide, trauma-responsive approaches to student discipline. Recognizing that challenging student behaviours are often rooted in early experiences of trauma, the volume builds on a model from the Substance Abuse and Mental Health Services Administration (SAMHSA) to walk readers through the processes of realizing, recognizing, responding to, and resisting the impacts of trauma in school contexts. Research and interviews model an educational reform process and explain how a range of differentiated interventions including Positive Behaviour Interventions and Supports (PBIS), social-emotional learning (SEL), restorative justice, and family engagement can be used to boost student resilience and pro-social behaviour. Practical steps are supported by current theory, resources, and stories of implementation from superintendents, principals, and teachers. This text will benefit school leaders, teachers, and counsellors with an interest in restorative student discipline, emotional and behavioural difficulties in young people, and PreK-12 education more broadly. Those interested in school psychology, trauma studies, and trauma counselling with children and adolescents will also benefit from the volume.


Book Synopsis Developing Trauma-Responsive Approaches to Student Discipline by : Kirk Eggleston

Download or read book Developing Trauma-Responsive Approaches to Student Discipline written by Kirk Eggleston and published by Taylor & Francis. This book was released on 2021-03-10 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building on comprehensive research conducted in US schools, this accessible volume offers an effective model of school leadership to develop and implement school-wide, trauma-responsive approaches to student discipline. Recognizing that challenging student behaviours are often rooted in early experiences of trauma, the volume builds on a model from the Substance Abuse and Mental Health Services Administration (SAMHSA) to walk readers through the processes of realizing, recognizing, responding to, and resisting the impacts of trauma in school contexts. Research and interviews model an educational reform process and explain how a range of differentiated interventions including Positive Behaviour Interventions and Supports (PBIS), social-emotional learning (SEL), restorative justice, and family engagement can be used to boost student resilience and pro-social behaviour. Practical steps are supported by current theory, resources, and stories of implementation from superintendents, principals, and teachers. This text will benefit school leaders, teachers, and counsellors with an interest in restorative student discipline, emotional and behavioural difficulties in young people, and PreK-12 education more broadly. Those interested in school psychology, trauma studies, and trauma counselling with children and adolescents will also benefit from the volume.

Building a Trauma-Informed Restorative School

Building a Trauma-Informed Restorative School

Author: Samuel J Brummer

Publisher:

Published: 2020-12-21

Total Pages: 240

ISBN-13: 9781787752672

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Everything educators need to know about developing trauma-informed restorative practices in their education settings. Includes the theory and philosophy of restorative approaches and being trauma-informed, the five restorative skills, and how these can be put into practice. All strategies are appropriate for those who have experienced trauma.


Book Synopsis Building a Trauma-Informed Restorative School by : Samuel J Brummer

Download or read book Building a Trauma-Informed Restorative School written by Samuel J Brummer and published by . This book was released on 2020-12-21 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Everything educators need to know about developing trauma-informed restorative practices in their education settings. Includes the theory and philosophy of restorative approaches and being trauma-informed, the five restorative skills, and how these can be put into practice. All strategies are appropriate for those who have experienced trauma.

Strategies and Methods for Implementing Trauma-Informed Pedagogy

Strategies and Methods for Implementing Trauma-Informed Pedagogy

Author: Carianne Bernadowski

Publisher:

Published: 2021

Total Pages: 356

ISBN-13: 9781799874744

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"This book provides relevant empirical research findings and evidence-based pedagogy in the area of trauma informed classroom instruction for professionals who want to improve their understanding of working with children and adolescents in classrooms through a trauma-informed lens"--


Book Synopsis Strategies and Methods for Implementing Trauma-Informed Pedagogy by : Carianne Bernadowski

Download or read book Strategies and Methods for Implementing Trauma-Informed Pedagogy written by Carianne Bernadowski and published by . This book was released on 2021 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book provides relevant empirical research findings and evidence-based pedagogy in the area of trauma informed classroom instruction for professionals who want to improve their understanding of working with children and adolescents in classrooms through a trauma-informed lens"--

Developing Trauma-Informed Teachers

Developing Trauma-Informed Teachers

Author: Ofelia Schepers

Publisher: IAP

Published: 2022-07-01

Total Pages: 328

ISBN-13: 1648029949

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Trauma is a public health crisis. High rates of trauma exposure among youth and the impact that experiences of trauma can have on students’ psychosocial and academic outcomes are well-established. These traumatic events do not live outside of the scope of schools and teaching. As children and teachers develop communities within their classrooms and schools, trauma comes with those who have experienced it, whether invited or not (Bien & Dutro, 2014). This extended time that teachers spend with students inherently provides opportunity to witness students’ lived experiences (Caringi et al., 2015; Motta, 2012). These experiences capture many facets of students’ lives, including traumatic events; however, many teachers indicate that they feel unprepared to address students who have experienced trauma in meaningful and sustainable ways (Caringi et al, 2015). In response, many schools and districts have adopted trauma-informed practices (Overstreet & Chafouleas, 2016). This text addresses the gap in the literature in embedding trauma-informed practices into pre-service teacher education. This text provides examples of the various ways educator preparation faculty are developing and implementing trauma-informed practices across their programs, instituting broader curricular shifts to incorporate trauma-informed practices, shifting pedagogical practices to include trauma-informed practices and collaborating across disciplines in order to ensure that teacher candidates are thoughtfully prepared to address students’ needs and create classroom environments that are equitable, safe and sustainable for students and teachers.


Book Synopsis Developing Trauma-Informed Teachers by : Ofelia Schepers

Download or read book Developing Trauma-Informed Teachers written by Ofelia Schepers and published by IAP. This book was released on 2022-07-01 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: Trauma is a public health crisis. High rates of trauma exposure among youth and the impact that experiences of trauma can have on students’ psychosocial and academic outcomes are well-established. These traumatic events do not live outside of the scope of schools and teaching. As children and teachers develop communities within their classrooms and schools, trauma comes with those who have experienced it, whether invited or not (Bien & Dutro, 2014). This extended time that teachers spend with students inherently provides opportunity to witness students’ lived experiences (Caringi et al., 2015; Motta, 2012). These experiences capture many facets of students’ lives, including traumatic events; however, many teachers indicate that they feel unprepared to address students who have experienced trauma in meaningful and sustainable ways (Caringi et al, 2015). In response, many schools and districts have adopted trauma-informed practices (Overstreet & Chafouleas, 2016). This text addresses the gap in the literature in embedding trauma-informed practices into pre-service teacher education. This text provides examples of the various ways educator preparation faculty are developing and implementing trauma-informed practices across their programs, instituting broader curricular shifts to incorporate trauma-informed practices, shifting pedagogical practices to include trauma-informed practices and collaborating across disciplines in order to ensure that teacher candidates are thoughtfully prepared to address students’ needs and create classroom environments that are equitable, safe and sustainable for students and teachers.

Developing Trauma-Informed Teachers

Developing Trauma-Informed Teachers

Author: Ofelia Schepers

Publisher: IAP

Published: 2023-01-01

Total Pages: 239

ISBN-13:

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The vision and development of this edited text are driven by a deep desire to ensure that teacher candidates are thoughtfully prepared to more fully address students’ needs and create classroom environments that are safe for students and teachers. Specifically, this text will provide an understanding of how educator preparation programs are providing teacher candidates with the knowledge and skills to effectively utilize an asset-based approach to foster resiliency skills that support P-12 students who have or are experiencing trauma. This text considers how programs are developing equity-focused content, curriculum, & pedagogy to ensure teacher candidates can integrate trauma-informed practices as well as develop their own resiliency skills. This resource highlights important and relevant tools, strategies, and approaches for preparing future teachers to implement traumainformed practices within their classrooms. In recent years, much attention and resources focused on preparing teachers to more comprehensively address, acknowledge, and understand childhood trauma and the impact it has on students’ lives inside and outside of the classroom. This text will be of interest to all those working in institutes of higher education, alternative licensure programs, and organizations, public schools, and districts involved with the preparation of teachers and/or professional development of in-service educators. It has the potential to serve as a catalyst for teacher preparation programs to more intentionally integrate trauma-informed practices in meaningful ways and contribute to a glaring gap within the literature focused on the systematic ways in which childhood trauma and resiliency development are being addressed in the preparation of teachers.


Book Synopsis Developing Trauma-Informed Teachers by : Ofelia Schepers

Download or read book Developing Trauma-Informed Teachers written by Ofelia Schepers and published by IAP. This book was released on 2023-01-01 with total page 239 pages. Available in PDF, EPUB and Kindle. Book excerpt: The vision and development of this edited text are driven by a deep desire to ensure that teacher candidates are thoughtfully prepared to more fully address students’ needs and create classroom environments that are safe for students and teachers. Specifically, this text will provide an understanding of how educator preparation programs are providing teacher candidates with the knowledge and skills to effectively utilize an asset-based approach to foster resiliency skills that support P-12 students who have or are experiencing trauma. This text considers how programs are developing equity-focused content, curriculum, & pedagogy to ensure teacher candidates can integrate trauma-informed practices as well as develop their own resiliency skills. This resource highlights important and relevant tools, strategies, and approaches for preparing future teachers to implement traumainformed practices within their classrooms. In recent years, much attention and resources focused on preparing teachers to more comprehensively address, acknowledge, and understand childhood trauma and the impact it has on students’ lives inside and outside of the classroom. This text will be of interest to all those working in institutes of higher education, alternative licensure programs, and organizations, public schools, and districts involved with the preparation of teachers and/or professional development of in-service educators. It has the potential to serve as a catalyst for teacher preparation programs to more intentionally integrate trauma-informed practices in meaningful ways and contribute to a glaring gap within the literature focused on the systematic ways in which childhood trauma and resiliency development are being addressed in the preparation of teachers.

Trauma Responsive De-Escalation

Trauma Responsive De-Escalation

Author: Micere Keels

Publisher:

Published: 2022-05

Total Pages: 107

ISBN-13: 9781737690610

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Externalizing behaviors in the classroom and their connection to trauma are at the top of most educators' concerns. Children who have experienced trauma may express their distress through acting-out behaviors that can derail instruction and compromise classroom safety. When the underlying cause of acting-out behaviors is trauma, what appears to be intentional disruption of the learning environment may be due to the student feeling a lack of emotional, psychological, or physical safety. Punitive discipline will only make the student feel more anxious and unsafe, intensifying their acting-out behaviors. Learning to utilize trauma responsive de-escalation practices enables educators to understand the underlying causes of acting-out behaviors and consistently provide developmentally supportive responses. This book contains 15 easy-to-follow de-escalation lessons coupled with a comprehensive classroom management planning workbook.


Book Synopsis Trauma Responsive De-Escalation by : Micere Keels

Download or read book Trauma Responsive De-Escalation written by Micere Keels and published by . This book was released on 2022-05 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: Externalizing behaviors in the classroom and their connection to trauma are at the top of most educators' concerns. Children who have experienced trauma may express their distress through acting-out behaviors that can derail instruction and compromise classroom safety. When the underlying cause of acting-out behaviors is trauma, what appears to be intentional disruption of the learning environment may be due to the student feeling a lack of emotional, psychological, or physical safety. Punitive discipline will only make the student feel more anxious and unsafe, intensifying their acting-out behaviors. Learning to utilize trauma responsive de-escalation practices enables educators to understand the underlying causes of acting-out behaviors and consistently provide developmentally supportive responses. This book contains 15 easy-to-follow de-escalation lessons coupled with a comprehensive classroom management planning workbook.

Creating Trauma-Informed, Strengths-Based Classrooms: Teacher Strategies

Creating Trauma-Informed, Strengths-Based Classrooms: Teacher Strategies

Author: Tom Brunzell

Publisher:

Published: 2021-05

Total Pages: 272

ISBN-13: 9781787753747

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This accessible guide advises teachers on creating classroom environments that promote healing and growth for all students, particularly the most vulnerable. Grounded not only in trauma-informed education but in positive psychology, this book helps teachers to set up the most vulnerable students to heal from trauma, build resilience and fulfil their full academic potential.


Book Synopsis Creating Trauma-Informed, Strengths-Based Classrooms: Teacher Strategies by : Tom Brunzell

Download or read book Creating Trauma-Informed, Strengths-Based Classrooms: Teacher Strategies written by Tom Brunzell and published by . This book was released on 2021-05 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: This accessible guide advises teachers on creating classroom environments that promote healing and growth for all students, particularly the most vulnerable. Grounded not only in trauma-informed education but in positive psychology, this book helps teachers to set up the most vulnerable students to heal from trauma, build resilience and fulfil their full academic potential.

Developing a Trauma-Informed Perspective in School Communities

Developing a Trauma-Informed Perspective in School Communities

Author: Lynn Heramis

Publisher:

Published: 2019-12-30

Total Pages: 0

ISBN-13: 9781516591220

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Developing a Trauma-Informed Perspective in School Communities: An Introduction for Educators, School Counselors, and Administrators provides future and current school counselors, educators, and leadership teams with relevant research on brain and human development to assist them in developing a trauma-informed perspective. Readers are encouraged to leverage this knowledge to create positive and formative change within schools and provide effective support for students struggling with potentially traumatic experiences, as well as those without trauma histories to ensure positive and healthy development. The text introduces key topics in brain and trauma research including attachment, neuroscience, adverse childhood experiences, toxic stress, mindfulness, restorative discipline, self-care, and resiliency. Readers learn how to recognize the signs of potential trauma and how to best support individuals exhibiting certain behaviors through a whole-school approach. The text demonstrates how a holistic and collective approach that addresses student behaviors through relationships to encourage development of self-efficacy skills is more effective than the "quick fix" often used to address student issues. Throughout the text, opportunities for personal connection, practice, and reflection underscore key concepts and build relevant knowledge that may be applied to future work with students and school staff. Developing a Trauma-Informed Perspective in School Communities is an ideal supplemental resource for courses and programs in education. It is also a powerful reference for professionals currently working within school and community settings.


Book Synopsis Developing a Trauma-Informed Perspective in School Communities by : Lynn Heramis

Download or read book Developing a Trauma-Informed Perspective in School Communities written by Lynn Heramis and published by . This book was released on 2019-12-30 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developing a Trauma-Informed Perspective in School Communities: An Introduction for Educators, School Counselors, and Administrators provides future and current school counselors, educators, and leadership teams with relevant research on brain and human development to assist them in developing a trauma-informed perspective. Readers are encouraged to leverage this knowledge to create positive and formative change within schools and provide effective support for students struggling with potentially traumatic experiences, as well as those without trauma histories to ensure positive and healthy development. The text introduces key topics in brain and trauma research including attachment, neuroscience, adverse childhood experiences, toxic stress, mindfulness, restorative discipline, self-care, and resiliency. Readers learn how to recognize the signs of potential trauma and how to best support individuals exhibiting certain behaviors through a whole-school approach. The text demonstrates how a holistic and collective approach that addresses student behaviors through relationships to encourage development of self-efficacy skills is more effective than the "quick fix" often used to address student issues. Throughout the text, opportunities for personal connection, practice, and reflection underscore key concepts and build relevant knowledge that may be applied to future work with students and school staff. Developing a Trauma-Informed Perspective in School Communities is an ideal supplemental resource for courses and programs in education. It is also a powerful reference for professionals currently working within school and community settings.

Teacher Perceptions of Trauma Responsive Interventions Designed to Improve Student Behavior

Teacher Perceptions of Trauma Responsive Interventions Designed to Improve Student Behavior

Author: Pamela Davenport

Publisher:

Published: 2021

Total Pages: 228

ISBN-13:

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The effects of childhood trauma are evident in urban classrooms today and adversely affect student achievement. The evidence of exposure to trauma is disruptive behavior, often resulting in a suspension from school. The school social worker or counselor is often viewed as the person responsible for implementing strategies that change student behavior, but the importance of educating classroom teachers on how to deal with the impact of trauma has become apparent. This qualitative case study investigated teacher perceptions of trauma-informed practices used to reduce disruptive behavior at one Midwest urban K-8 school, Teacher perceptions of trauma-informed practices that worked to reduce disruptive behavior, the teacher's role in supporting students impacted by trauma, and teacher training needed to support students impacted by trauma were investigated. Perceptions were gathered from classroom teachers (n=17) via an online survey and a focus group. Results illustrated the importance of the teacher-student relationship, flexibility with classroom rules, and the use of sensory items or alternate seating, with 100% of participants strongly agreeing or agreeing and 94.12% identifying the use of a mentor to check in and out with students and providing a safe space to cool down as beneficial to reducing disruptive behaviors. Five of the six focus group participants stated that it takes the support of everyone to meet the needs of students impacted by trauma. The final question investigated teacher perceptions of training. Even though 58.82% of teachers agreed that they were given adequate training, this question had 41.18% of teachers who disagreed that they were provided enough training to support students impacted by trauma. Results from this study identify the importance of well-trained teachers who consistently use trauma-informed practices to reduce disruptive behaviors in the classroom. This study indicates the benefit for school-wide systems of support that include on-going training to reduce disruptive behaviors of students impacted by trauma. Future quantitative research that analyzes student discipline data would be beneficial to validate teacher perception that trauma-informed practices reduce disruptive behavior.


Book Synopsis Teacher Perceptions of Trauma Responsive Interventions Designed to Improve Student Behavior by : Pamela Davenport

Download or read book Teacher Perceptions of Trauma Responsive Interventions Designed to Improve Student Behavior written by Pamela Davenport and published by . This book was released on 2021 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: The effects of childhood trauma are evident in urban classrooms today and adversely affect student achievement. The evidence of exposure to trauma is disruptive behavior, often resulting in a suspension from school. The school social worker or counselor is often viewed as the person responsible for implementing strategies that change student behavior, but the importance of educating classroom teachers on how to deal with the impact of trauma has become apparent. This qualitative case study investigated teacher perceptions of trauma-informed practices used to reduce disruptive behavior at one Midwest urban K-8 school, Teacher perceptions of trauma-informed practices that worked to reduce disruptive behavior, the teacher's role in supporting students impacted by trauma, and teacher training needed to support students impacted by trauma were investigated. Perceptions were gathered from classroom teachers (n=17) via an online survey and a focus group. Results illustrated the importance of the teacher-student relationship, flexibility with classroom rules, and the use of sensory items or alternate seating, with 100% of participants strongly agreeing or agreeing and 94.12% identifying the use of a mentor to check in and out with students and providing a safe space to cool down as beneficial to reducing disruptive behaviors. Five of the six focus group participants stated that it takes the support of everyone to meet the needs of students impacted by trauma. The final question investigated teacher perceptions of training. Even though 58.82% of teachers agreed that they were given adequate training, this question had 41.18% of teachers who disagreed that they were provided enough training to support students impacted by trauma. Results from this study identify the importance of well-trained teachers who consistently use trauma-informed practices to reduce disruptive behaviors in the classroom. This study indicates the benefit for school-wide systems of support that include on-going training to reduce disruptive behaviors of students impacted by trauma. Future quantitative research that analyzes student discipline data would be beneficial to validate teacher perception that trauma-informed practices reduce disruptive behavior.