About the Book
Traumatic or adverse experiences are pervasive among school-aged children and youth. Trauma undermines students' ability to learn and manage their feelings, behavior, and relationships. Meanwhile, school-based professionals often struggle with responding to the complex needs of traumatized students within the typical school day.
The second edition of Supporting and Educating Traumatized Students is designed for professionals in mental
health and education settings, and combines content and expertise from experts in the fields of education, school psychology, school administration, resilience, and trauma into one comprehensive guide. The book
provides a thorough background on current research in trauma and its impact on school functioning; administrative and policy considerations; and a broad set of practical and implementable strategies for adapting instruction, modifying the classroom environments, and building competency for students and staff. New chapters address topics such as post-traumatic growth, interpersonal violence, and trauma screening and assessment among others. Educators can continue to use this updated edition as
an ongoing resource, with the ability to quickly and easily access a variety of school-based strategies to help improve educational and social outcomes for traumatized students.
Table of Contents:
SECTION 1: Introduction to Trauma and Its Impact on School Functioning Chapter 1: The Evolution of Trauma Informed Schools Kathryn Simon, Sidonia Compton, and Stacy Overstreet Chapter 2: How the Traumatic Experiences of Students Manifest in School Settings Ron Hertel and Mona M. Johnson Chapter 3: A Trauma-Informed Culturally-Responsive (TICR) Approach in the Classroom Isaiah Pickens Chapter 4: Instructional Strategies for a Trauma Informed Classroom Hannah M. Grossman Chapter 5: Understanding Posttraumatic Adjustment Trajectories in School-Age Youth: Supporting Stress Resistance, Resilient Recovery, and Growth Christopher M. Layne and Stevan Hobfoll SECTION 2: Potential Sources of Trauma and Implications for Classroom Instruction and School-Based Interventions Chapter 6: Immigrant Students Lyn Morland and Dina Birman Chapter 7: Students Experiencing Homelessness Diana Bowman and Patricia A. Popp Chapter 8: Students Exposed to Community Violence Dorothy Rohde-Collins Chapter 9: Research and Best Practices to Support Students with Incarcerated Parents Megan Sullivan Chapter 10: Students with Parents Involved in Substance Abuse or Dependence Celeste M. Malone, Tierra T. Ellis, and DeLon Isom Chapter 11: Students Exposed to Domestic Violence Lisa Weed Phifer Chapter 12: Supporting Grieving Students David Schonfeld and Thomas Demaria Chapter 13: Students from Military Families Mark C. Pisano Chapter 14: Students Affected by Child Maltreatment Delphine Collin-Vézina Chapter 15: Students affected by interpersonal violence Viann N. Nguyen-Feng, Tim Carroll, and Lindsey King Chapter 16: Supporting Students Following Crises and Natural Disasters Benjamin S. Fernandez SECTION 3: Administrative and Policy Considerations Chapter 17: Addressing Secondary Traumatic Stress in Trauma Informed Schools Brenda Sweeney and James Caringi Chapter 18: Trauma screening and assessment Katie Eklund, Taylor Koriakin, Sandy Chafouleas, and Sophia Dodge Chapter 19: Design as the Missing Variable in Trauma-Informed Schools Dak Kopec and J. Davis Harte Chapter 20: Developing School Staff Buy-In for Trauma-Informed Schools Courtney N. Baker, Julia M. Augenstern, Stephanie A. Moberg, Nyx Robey, and Megan C. Saybe Chapter 21: Effective Implementation and Evaluation of Trauma-Informed Schools Elizabeth Cook and Pamela Black
About the Author :
Eric Rossen, PhD, NCSP, is a Nationally Certified School Psychologist, the director of professional development and standards for the National Association of School Psychologists (NASP), a licensed psychologist in Maryland, and a credentialed National Register Health Service psychologist. He has worked in public schools and in independent practice and has served as a college instructor and adjunct faculty at the University of Missouri and Prince
George's Community College.
Review :
"This highly relevant and impressive volume covers a full range of issues and incorporates both theory and professional practice for trauma-informed classrooms. It will be particularly relevant to teachers, students, counsellors, support staff, administrators, politicians, and board members. Even parents who are overwhelmed by circumstances, and who can acclimate to the book's scholarly language, will find hope in learning about the caring and supportive work
being done on behalf of affected children and other concerned parties."
-- Choice
"Finally, a resource for traumatized children in educational settings!!! These children have so often had their reactions and behaviors misunderstood as conduct and learning difficultiesthis book gives teachers, administrators and parents information and strategies to offer these children effective assistance" -- Christine A. Courtois, PhD, ABPP, , Licensed Psychologist, Private Practice, Washington, DC (now retired), Consultant/Trainer, Trauma Psychology and
Trauma Treatment, Bethany Beach, DE, CoAuthor, Treating Complex Trauma: A Sequenced, Relationshipbased Approach, Author, Healing the Incest Wound: Adult Survivors in Therapy
"As a supervisor of schoolbased mental health practitioners, I highly recommend the second edition of Supporting and Educating Traumatized Students. The chapters incorporate reallife examples and practical solutions that can be used in any educational setting. The second edition provides additional supports for systemwide change in section three. This is an additional bonus for any school administrator who wants to support trauma informed practices in
their schools." -- Christina Conolly, PsyD, NCSP, , Director, Division of Psychological Services, Montgomery County Public Schools
"For educators hoping to increase their knowledge and deepen their practice, this book has a wealth of information, strategies and traumainformed considerations to support students. It includes ways to increase safety, compassionate relationships, and empowerment. Practical strategies for classrooms and schoolwide policies allow multiple entry points for educators." -- Joyce Dorado, PhD, Director, University of California, San Francisco, HEARTS (Healthy
Environments and Response to Trauma in Schools)
