Children and Trauma
Regular price
€47.99
A01=Brianne Kramer
A01=Jennifer McKenzie
adverse childhood experiences
Author_Brianne Kramer
Author_Jennifer McKenzie
Category=JN
Category=JNFC
Category=JNT
children
educators
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
families
practitioners
students
teachers
trauma
trauma in the classroom
trauma-informed practices
traumatic experiences
Product details
- ISBN 9781975503437
- Weight: 505g
- Dimensions: 149 x 226mm
- Publication Date: 05 Apr 2022
- Publisher: Myers Education Press
- Publication City/Country: US
- Product Form: Paperback
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According to the American Psychological Association (APA, 2015), trauma is an emotional response to a terrible event, which can lead to difficulties with emotional regulation, social relationships, and the development of physical symptoms. Traumatic experiences may include physical or sexual abuse, neglect, experiencing or witnessing violence, war, suicides, and disasters. Because of the prevalence of students with traumatic experiences in K-12 schools, development and use of trauma-informed practices (TIP) is currently increasing in educational spaces across the United States as educators and others who work with children become more aware of how socio-emotional development and exposure to trauma places children on a pathway through adulthood. Because of growth in these areas, it is important for educators and others who work with children to have a resource to consult. Children and Trauma: Critical Perspectives for Meeting the Needs of Diverse Educational Communities provides teachers, administrators, and others involved in education with an understanding of trauma-informed practices and explains how they can be used in the classroom. Additionally, school districts could utilize this text to implement professional development, particularly if they are considering creating a districtwide trauma-informed system.
Brianne Kramer, (Ph.D. in Social Foundations of Education with a minor in Educational Psychology from the University of Toledo) is an Assistant Professor of Education in the College of Education and Human Development at Southern Utah University, where she teaches undergraduate and graduate-level Social Foundations of Education and Educational Research courses. Her research interests include issues of privilege, identity, and resistance in teacher education programs, educational policy, trauma-informed practices in the classroom, and teacher activism.
Jennifer M. McKenzie, (Ph.D. in SpecialEducation - Behavioral Disorders from the University of Missouri) is an Assistant Professor of Special Education and the Special Education Program Director in the Department of Teacher Education within the College of Education and Human Development at Southern Utah University. She is currently engaged in research to create a coaching model in the use of evidence-based trauma-informed classroom management practices for classroom teachers.
Jennifer M. McKenzie, (Ph.D. in SpecialEducation - Behavioral Disorders from the University of Missouri) is an Assistant Professor of Special Education and the Special Education Program Director in the Department of Teacher Education within the College of Education and Human Development at Southern Utah University. She is currently engaged in research to create a coaching model in the use of evidence-based trauma-informed classroom management practices for classroom teachers.
