Building Resilience in Students Impacted by Adverse Childhood Experiences: A Whole-Staff Approach
Autor Victoria E. Romero, Ricky Robertson, Amber N. Warneren Limba Engleză Paperback – 13 sep 2018
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Specificații
ISBN-13: 9781544319414
ISBN-10: 154431941X
Pagini: 248
Dimensiuni: 216 x 279 x 22 mm
Greutate: 0.68 kg
Ediția:1
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
ISBN-10: 154431941X
Pagini: 248
Dimensiuni: 216 x 279 x 22 mm
Greutate: 0.68 kg
Ediția:1
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
Recenzii
"I cannot think of a book as needed as this one. It provides educators with a deeper understanding of the impact of childhood trauma on the educational experiences of young people, and it also gives us tools to support our students who have the most need while practicing necessary self-care to continue to serve them."
“How many times has an educator flown on a plane and been reminded to first put on his or her own oxygen mask before assisting others? As many times as we have heard this directive, we may not have reflected upon its importance to us. This book provides a wealth of research, resources, and tools to assist any school or district in accomplishing its mission to reach all students and to recognize the impact that ACEs have, first upon the student, but also upon the educator who is likely dealing with the ‘fallout’ of each student’s experiences. Never have I seen such a comprehensive book that provides both research and potential solutions in the form of systems and approaches. This is a must read for all educators!”
“Adequately covering the content is one thing, but actually relating the material to all of us who work in education by providing stories makes this book even more meaningful and powerful. Whether you are a superintendent or a custodian, Building Resilience in Children Impacted by Adverse Childhood Experiences is impactful and will change the way you view ACEs.”
“This entire book helps readers understand that kids may not be victims, but they are equally traumatized when they see things happening to those around them. It demonstrates that second-hand trauma does indeed exist. It goes a step further and has the reader analyze how he or she would react and how to go about creating a plan of action and then reviewing the plan. How can we go any further if we don’t look at our interventions? This is a practical book that educators needed yesterday. Using it equips school counselors, nurses, social workers, and teachers with the knowledge and tools to help children through trauma.”
“This book is very important and relevant for practitioners. This is a topic that is so important right now—there are many children who struggle because of early traumatic experiences and act out in the classroom—and there are few resources to help a classroom teacher understand and instruct them. This book includes strategies that a school can take to meet these challenges and help to make life and learning better for these students. In a so-called ‘regular classroom’ those challenges are possibly fewer in number, but they are still there—students with ACEs are in all classrooms, and the approach advocated by the book’s authors is very useful to teachers.”
“This book addresses a critical area of need in today’s society, which spills over into our classrooms and schools. It highlights the impact of trauma on children and the adults who work with them, while providing relevant and practical strategies to understand and address it through reflective practices. Thank you for this important work! Every educator must read this book!”
"For TESOL professionals, who often find themselves on the forefront of the “new normal” and are the closest to students whose behavior may express how they feel better than their limited English ability can, this book, with the transformational pedagogy it represents, is indispensable."
“How many times has an educator flown on a plane and been reminded to first put on his or her own oxygen mask before assisting others? As many times as we have heard this directive, we may not have reflected upon its importance to us. This book provides a wealth of research, resources, and tools to assist any school or district in accomplishing its mission to reach all students and to recognize the impact that ACEs have, first upon the student, but also upon the educator who is likely dealing with the ‘fallout’ of each student’s experiences. Never have I seen such a comprehensive book that provides both research and potential solutions in the form of systems and approaches. This is a must read for all educators!”
“Adequately covering the content is one thing, but actually relating the material to all of us who work in education by providing stories makes this book even more meaningful and powerful. Whether you are a superintendent or a custodian, Building Resilience in Children Impacted by Adverse Childhood Experiences is impactful and will change the way you view ACEs.”
“This entire book helps readers understand that kids may not be victims, but they are equally traumatized when they see things happening to those around them. It demonstrates that second-hand trauma does indeed exist. It goes a step further and has the reader analyze how he or she would react and how to go about creating a plan of action and then reviewing the plan. How can we go any further if we don’t look at our interventions? This is a practical book that educators needed yesterday. Using it equips school counselors, nurses, social workers, and teachers with the knowledge and tools to help children through trauma.”
“This book is very important and relevant for practitioners. This is a topic that is so important right now—there are many children who struggle because of early traumatic experiences and act out in the classroom—and there are few resources to help a classroom teacher understand and instruct them. This book includes strategies that a school can take to meet these challenges and help to make life and learning better for these students. In a so-called ‘regular classroom’ those challenges are possibly fewer in number, but they are still there—students with ACEs are in all classrooms, and the approach advocated by the book’s authors is very useful to teachers.”
“This book addresses a critical area of need in today’s society, which spills over into our classrooms and schools. It highlights the impact of trauma on children and the adults who work with them, while providing relevant and practical strategies to understand and address it through reflective practices. Thank you for this important work! Every educator must read this book!”
"For TESOL professionals, who often find themselves on the forefront of the “new normal” and are the closest to students whose behavior may express how they feel better than their limited English ability can, this book, with the transformational pedagogy it represents, is indispensable."
Cuprins
Foreword by Gary R. Howard
Preface
Acknowledgments
About the Authors
Chapter 1 ACEs and the New Normal
ACEs Are an Equal Opportunity Occurrence
Lost in Translation
The New Normal
Chapter 2 Put on Your Own Oxygen Mask Before Helping Others
Burnout or Compassion Fatigue?
The New Normal: A Case Study Intervention
Self-Care Is an Ethical Imperative
WWAD?
Chapter 3 It’s Easy to Have High Expectations—Hard to Grow a New Mindset
Knowing Myself Precedes Teaching Students
Knowing My Students and Knowing Pedagogy-Growing Mindset
Knowing My Strengths, Knowing the Strengths of My Students Fosters Resiliency
“I Can’t Learn From You Because You’re White”
Progress Not Perfection
Knowing Myself and Responding to Change Are About Self-Care
Knowing Myself Matters—Because When Negative Bias Shows Up, Students Are Miseducated
Good Teaching Is Not Enough—The New Normal Warrants Transformationist Teaching
Chapter 4 The Effects of Trauma on the Brain
Acknowledging That Trauma Is Sitting in the Classroom Is Transformational Teaching
ACEs and Learning
ACEs and Behavior
Trauma Has Many Forms
If I Knew Then What I Know Now
Chapter 5 Teaching Behaviors, Differentiating Interventions, Changing Pedagogy
Relationships Precede Learning
Talk, Trust, Feel, Repair
Schools and Classrooms Have a Culture and Culture Is Learned
Response to Intervention (RTI)
Looking at Behavior Management Through a Trauma-Informed Lens
Change Is Hard and Leadership Matters
Talk, Trust, Feel, Repair: My Rookie Year
Schools Are Ideal for Social Working
Chapter 6 Plan With the End in Mind: Visioning a Compassionate School
The Innovative School District PreK–12th Grades
SEL Data Team/Self-Assessment Checklist
Case Study: ISD’s Response to Behavior Interventions
Changing Positions to Change Lives
What Does It Mean to Work in a Trauma-Informed School or School District?
Chapter 7 From Theory to Practice: Transformationist Actions Convert ACEs to Aces
Transformationist Schools and School Districts
Transformationist Instructional Staff
Transformationist School Counselors and School-Based Social Workers
Transformationist School Psychologists and School Nurses
Transformationist Support Staff (Office, Cafeteria, Custodial, Bus Drivers)
Chapter 8 The Process, the Plan, the Transformation
The Process
Step 1: Assessing Capacity
Step 2: Building Capacity
Step 3: Implementation
Step 4: Evaluating Program Effectiveness
Where Is Our Sense of Urgency?
The Plan: Implementation Guide to Transformation
Implementation
Evaluation and Planning
Chapter 9 In Their Own Words
Antwone Fisher
Cleressa Brown
Conor Black
Maria Gonzales
The Salomon Martinez Family
Additional Reading and Resources
Glossary of Terms
References
Index
Preface
Acknowledgments
About the Authors
Chapter 1 ACEs and the New Normal
ACEs Are an Equal Opportunity Occurrence
Lost in Translation
The New Normal
Chapter 2 Put on Your Own Oxygen Mask Before Helping Others
Burnout or Compassion Fatigue?
The New Normal: A Case Study Intervention
Self-Care Is an Ethical Imperative
WWAD?
Chapter 3 It’s Easy to Have High Expectations—Hard to Grow a New Mindset
Knowing Myself Precedes Teaching Students
Knowing My Students and Knowing Pedagogy-Growing Mindset
Knowing My Strengths, Knowing the Strengths of My Students Fosters Resiliency
“I Can’t Learn From You Because You’re White”
Progress Not Perfection
Knowing Myself and Responding to Change Are About Self-Care
Knowing Myself Matters—Because When Negative Bias Shows Up, Students Are Miseducated
Good Teaching Is Not Enough—The New Normal Warrants Transformationist Teaching
Chapter 4 The Effects of Trauma on the Brain
Acknowledging That Trauma Is Sitting in the Classroom Is Transformational Teaching
ACEs and Learning
ACEs and Behavior
Trauma Has Many Forms
If I Knew Then What I Know Now
Chapter 5 Teaching Behaviors, Differentiating Interventions, Changing Pedagogy
Relationships Precede Learning
Talk, Trust, Feel, Repair
Schools and Classrooms Have a Culture and Culture Is Learned
Response to Intervention (RTI)
Looking at Behavior Management Through a Trauma-Informed Lens
Change Is Hard and Leadership Matters
Talk, Trust, Feel, Repair: My Rookie Year
Schools Are Ideal for Social Working
Chapter 6 Plan With the End in Mind: Visioning a Compassionate School
The Innovative School District PreK–12th Grades
SEL Data Team/Self-Assessment Checklist
Case Study: ISD’s Response to Behavior Interventions
Changing Positions to Change Lives
What Does It Mean to Work in a Trauma-Informed School or School District?
Chapter 7 From Theory to Practice: Transformationist Actions Convert ACEs to Aces
Transformationist Schools and School Districts
Transformationist Instructional Staff
Transformationist School Counselors and School-Based Social Workers
Transformationist School Psychologists and School Nurses
Transformationist Support Staff (Office, Cafeteria, Custodial, Bus Drivers)
Chapter 8 The Process, the Plan, the Transformation
The Process
Step 1: Assessing Capacity
Step 2: Building Capacity
Step 3: Implementation
Step 4: Evaluating Program Effectiveness
Where Is Our Sense of Urgency?
The Plan: Implementation Guide to Transformation
Implementation
Evaluation and Planning
Chapter 9 In Their Own Words
Antwone Fisher
Cleressa Brown
Conor Black
Maria Gonzales
The Salomon Martinez Family
Additional Reading and Resources
Glossary of Terms
References
Index
Notă biografică
Descriere
Use trauma-informed strategies to give students the skills and support they need to succeed in school and life
Nearly half of all children have been exposed to at least one adverse childhood experience (ACE), such as poverty, divorce, neglect, substance abuse, or parent incarceration. This workbook-style resource shows K-12 educators how to integrate trauma-informed strategies into daily instructional practice through expanded focus on:
Nearly half of all children have been exposed to at least one adverse childhood experience (ACE), such as poverty, divorce, neglect, substance abuse, or parent incarceration. This workbook-style resource shows K-12 educators how to integrate trauma-informed strategies into daily instructional practice through expanded focus on:
- The experiences and challenges of students impacted by ACEs, including suicidal tendencies, cyberbullying, and drugs
- Behavior as a form of communication and how to explicitly teach new behaviors
- How to mitigate trauma and build innate resiliency