Trauma Doesn't Stop at the School Door
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€40.99
911 and student trauma
A01=Karen Gross
Academic and psychosocial success
ACEs
Acute Trauma and academic achievement
adverse childhood experience scores
Author_Karen Gross
autonomic nervous system and school climate
biphasic and triphasic symptomology
Category=JNF
Category=JNFC
Category=JNK
delayed trauma and school counseling
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
family dysfunction and student academics
Lasticity
PACEs
positive childhood experience scores
schools and natural and human disasters
secondary or vicarious trauma and students
social media and student trauma
student healthcare
student trauma
students
teaching school counselors
teaching school social workers
Trauma Responsive culture and education
trauma symptomology and academic learning
trigger warnings and school culture
Product details
- ISBN 9780807764107
- Weight: 320g
- Dimensions: 152 x 228mm
- Publication Date: 19 Jun 2020
- Publisher: Teachers' College Press
- Publication City/Country: US
- Product Form: Paperback
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This book explores how educational institutions have failed to recognize and effectively address the symptoms of trauma in students of all ages. Given the prevalence of traumatic events in our world, Gross argues that it is time for educational institutions and those who work within them to change their approaches and responses to traumatic symptoms that manifest in students in schools and colleges. These changes can alter how and what we teach, how we train teachers, how we structure our calendars and create our schedules, how we address student behavior and disciplinary issues, and how we design our physical space. Drawing on real-life examples and scenarios that will be familiar to educators, this resource provides concrete suggestions to assist institutions in becoming trauma-responsive environments, including replicable macro and micro changes.
Book Features:
- Focuses on trauma within the early childhood–adult educational pipeline.
- Explains how trauma is often cumulative, with recent traumatic events often triggering a revival of traumatic symptomology from decades ago.
- Provides clarifications of currently used terms and scoring systems and offers new and alternative approaches to identifying and remediating trauma.
- Includes visual images to augment the descriptions in the text.
Karen Gross is an author and educator as well as an advisor and consultant to nonprofit schools, organizations, and governments; instructor of continuing education at Rutgers Graduate School of Social Work; visiting professor at Bennington College; former president of Southern Vermont College; former senior policy advisor to the United States Department of Education; and author of the sidequel, Breakaway Learners: Strategies for Post-Secondary Success with At-Risk Students and the trauma-sensitive children’s book series, Lady Lucy’s Quest. Visit the Karen's website at www.karengrosseducation.com
