Trauma Informed Classrooms
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Home > Society and Social Sciences > Education > Teaching of students with different educational needs > Teaching of students with social, emotional or behavioural difficulties > Trauma Informed Classrooms: What We Say and Do Matters
Trauma Informed Classrooms: What We Say and Do Matters

Trauma Informed Classrooms: What We Say and Do Matters


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About the Book

The ability of educators to provide a nurturing environment to support students’ cognitive, social-emotional, and physical well-being can impact not only the classroom as a learning space but may also have a long lasting effect on children and families. Educators are seeking ways to become better informed on how trauma can affect learners, individually and as a group, while also searching for evidence based practices to support pedagogical decision-making. This book provides readers with the opportunity to critically reflect upon ways research connects to practice while considering how stressors can be minimized to support students. A special section related to educators’ personal and professional growth is also included.

Table of Contents:
Preface Acknowledgments List of Figures and Tables Notes on Contributors Reflections: Exercises 1 Trauma-Informed Early Childhood Classrooms: A Balanced Approach to Fuel Resilience in the Child and Teacher  Helen Mele Robinson and Loreta Andersen 2 The Tiniest Tears: Grief and Loss in Childhood  Carolyn Taverner 3 Techniques for Creating Trauma-Sensitive Learning Environments for Children  Jennifer Lauria 4 Mindfulness in the Trauma Informed Classroom: Using Yoga and Meditation to Infuse Classrooms with Coping Skills, Resilience, Self-Expression, and Safety  Deryn A. Susman 5 The Fine Arts and Teaching Efficacy: Creativity and Decision-Making  Kathleen M. Palladino 6 The Impact of Social Support on First Year Teacher Development  Eman Metwally 7 Collaboration across Disciplines to Treat Children Exposed to Adverse Childhood Experiences  Karen Prihoda 8 A Call for Trauma-Informed Understanding at Colleges and Universities  Ange Concepcion and Kevin Nadolski 9 Trauma-Informed Classrooms: An Empathic Approach  Vanessa Smith-Washington and Edna Aurelus Index

About the Author :
Katia González is Professor and Chair of the Education Department at Wagner College in New York. Her expertise is in early childhood special education, curriculum development and culturally responsive practices in teacher education. Her research interests include the role of intercultural communication and culturally responsive practices in early childhood, strategies and techniques to enhance and measure critical thinking, and the impact of community and family in inclusive education. Rhoda Frumkin is Professor and Director of Student Teaching and Field Experiences at Wagner College in New York. Her research interests includes teacher training, literacy learning and culturally responsive practices.


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Product Details
  • ISBN-13: 9789004465343
  • Publisher: Brill
  • Publisher Imprint: Brill
  • Height: 235 mm
  • No of Pages: 242
  • Sub Title: What We Say and Do Matters
  • Width: 155 mm
  • ISBN-10: 9004465340
  • Publisher Date: 24 Jun 2021
  • Binding: Paperback
  • Language: English
  • Returnable: Y
  • Weight: 459 gr


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