Table of Contents
ContentsForeword Mary Benson McMullen ix
Acknowledgments and Dedication xi
Introduction 1
1. Teaching Children With Messy Lives 7 Developing a Shared Perspective 8Messy Lives as a Context for Development 11Trauma Is the Symptom, Not the Problem 14A Conceptual Framework for Thinking More Deeply 16Summary 21
2. Essential Elements of an Emotionally Responsive Teaching Approach 23 Defining Emotionally Responsive Teaching 24The Essence of Emotionally Responsive Teaching 30Development and Emotionally Responsive Teaching 33The Aims of Emotionally Responsive Teaching 37The Emotionally Responsive Ethic 39Summary 40
3. Teaching From Hope Versus Teaching From Fear 43 Self-Fulfilling Expectations 43Teaching in Treacherous Times 46We All Teach Our Own Story 57Summary 66
4. Reframing Resilience for Children With Messy Lives 69 I Keep Me Safe 70Development Along Alternative Pathways 71A Developmental Pathways Approach 74Reframing Resilience 79Moving Forward 87Summary 88
5. Redefining Trauma: The Embodied Experience of Threat 91 Sinking in the Pool 91The Embodied Experience of Threat 95The Stress Response System 100Differentiating Brief Stress, Adversity, Toxic Stress, and Trauma 107Summary 110
6. Too Scared to Learn: The Impact of Fear on Development and Learning 111 A Shift in Worldview 112Adversity and Learning 118Summary 137
7. Cultivating Emotionally Responsive Teaching 139 The Anchors of Emotionally Responsive Teaching 140Summary 168
8. The Courage to Care 171 All Children Benefit From Emotionally Responsive Teaching 172Sustaining the Emotionally Responsive Teacher 176Summary 185
References 187
Index 199
About the Author 207