Children and Trauma: Critical Perspectives for Meeting the Needs of Diverse Educational Communities

by Brianne Kramer (Editor), Jennifer McKenzie (Editor)

Overview

A 2023 SPE Outstanding Book Honorable Mention

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.

Perfect for courses such as: Trauma-Informed Educational Practice | Psychology | Educational Psychology | Foundations of Education | Pedagogy | Methods of Emotional or Behavioral Disorders | Teaching Methods | Diversity in Education | Social Work | Human Development

Product Details

ISBN-13:	9781975503437
Publisher:	Myers Education Press
Publication date:	04/05/2022
Series:	Educational Psychology: Meaning Making for Teachers and Learners
Pages:	300
Sales rank:	538,009
Product dimensions:	6.00(w) x 8.90(h) x 0.80(d)

About the Author

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 Special
Education - 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.

Table of Contents

Acknowledgments

Introduction

Chapter 1
A Bioecological Model for School-Based Trauma Informed Practice
Theresa Kruczek

Chapter 2
Trauma, Adversity, and the Classroom Teacher: Systematically Planning for Safety and Resiliency
Doyle Pruitt and Peter Kozik

Chapter 3
Integrated Theories for Integrated Childhoods: How Bioecological Systems Theory and Relational Cultural Theory Shape Trauma-Informed Care in Schools
Joel Arvizo-Zavala, Yifat Levenstein, and Amira Trevino

Chapter 4
Ensuring the Success of Young Children: Trauma-Informed Practice in the Preschool Classroom
Marla J. Lohmann, Johanna P. Higgins, and Jennifer Rossman

Chapter 5
Understanding the Impact of Trauma on School-Age Children and Their Families
Jennifer Foster and Aneesh Kumar

Chapter 6
Helping the Helpers in Education
Jody A. Kunk-Czaplicki and R. Jason Lynch

Chapter 7
Research and Teaching Methods for Children Who Have Experienced Trauma
Meghan Kessler and Michele Miller

Chapter 8
Relationship Over Reproach: One School’s Efforts in Fostering Resilience Through Trauma-Informed Practices
Carrie Giboney Wall

Chapter 9
A Trauma-Informed School District Case Study: Iron County School District
Maren Hirschi and Shawn Christiansen

Chapter 10
Strategies to Meet the Needs of Students with Trauma
Natalia Assis, Mark Reid, Angela Proctor, and Thomas Brooks

Chapter 11
The Impact of Trauma on Rural Communities
Susanne James, Anni Reinking, and Jayme Swanke

Chapter 12
Trauma’s Impact on Urban School Districts: An Action Plan for Educators
Jennifer Hernandez

Chapter 13
The Need for a New Trauma-Informed Framework: Integrating Social Justice Education
Brianne Kramer

Chapter 14
rACEism: Addressing Adverse Childhood Experiences (ACEs) of African American Youth in K–12 Education and Beyond
Laura Danforth, John W. Miller, Jr., and Jaqueline Burse

Chapter 15
Indigenous Methodologies for Teaching in a Trauma-Informed Health Education Program
Sarah Allen, Rae Deernose, Alma Knows His Gun McCormick, Shannen Keene, Brianna Bull Shows,
John Hallett, Mark Schure, Suzanne Held, and Christiane Parrish

Chapter 16
Blurred Lines: Trauma and Educational Disability
Jennifer M. McKenzie

Chapter 17
Responding to Trauma: Considerations of Attachment of Youth in Foster Care
Amanda Hill

Chapter 18
A Call to Action: Recommendations for Teacher Advocacy in the Aftermath of 2020
Brianne Kramer, Jennifer M. McKenzie, and John Rodari Meisner

Conclusion

Editor and Author Biographies

Index

Editorial Reviews

"This timely and informative book is a must read for educators and beyond seeking to fully understand childhood trauma. With a unique social justice lens, readers are offered a theoretical framework of trauma, as well as practical and effective interventions. Chapters propose a range of actions to guide a path forward, from pre-service preparation to in-service practices, including applications across divergent settings. The book’s broad scope makes it especially appealing to a variety of educational and social service professionals, all of whom are certain to regularly encounter children who have experienced trauma."

Dr. Lee Kern

"Children And Trauma performs a major public service. The work of Kramer and McKenzie will help administrators, educators and most importantly children. As a clinician and educator, the need for trauma informed practices in our school systems has never been greater. This book provides hope for schools to integrate and meet the mental health needs of children in schools."

Dr. Brad Simpson