Book
Implementing Trauma-Informed Best Practices in Education
| Τίτλος: | Implementing Trauma-Informed Best Practices in Education |
|---|---|
| Συγγραφείς: | Bleile, Michael. |
| Έκδοση: | |
| Στοιχεία εκδότη: | Ann Arbor, Mich : UMI, 2023. |
| Added Details: | Wilmington University (New Castle, Del.) |
| Τύπος εγγράφου: | Monograph |
| Περίληψη: | Educational leaders across the country face a multitude of issues in public, private, and charter schools (Luqman et al., 2012). The Mid-Atlantic School District shares in facing these same national challenges. One difficulty faced by schools is the adverse impact of trauma on the overall success of a student (Manian, 2021). The lasting and negative effects of trauma on students, impeding their ability to achieve and be successful in school, in conjunction with the failure to utilize trauma-informed best practices, is a problem faced by educators today. The Mid-Atlantic School District's teachers lacked the necessary training to deliver meaningful instruction with an emphasis in supporting students in trauma. Students in trauma are more likely to act out or cause classroom behavior problems (Frieze, 2015). This has a direct effect on the student, their education, and the educational system overall as the students are not achieving to their potential. Further, students are not given the opportunities they should be given because they may be difficult to deal with and have a hard time adapting to what is expected of them. Often teachers, counselors, and administrator's write-off students because they appear to be bad or a lost cause. In these instances, in the Mid-Atlantic District the students did not receive the necessary supports to be successful and typically ended up failing classes or receiving disciplinary consequences as result of their misbehaviors. Sometimes these students were passed through courses because of the teacher's fear that they may have to deal with the same difficult child in their class the following year. Students need to experience a supportive environment and develop a connection to a caring adult to be successful in school (Manian, 2021). Students acting out in a school setting is not necessarily a sign of disrespect or bad behavior but a sign of being misunderstood. Our educators were not hearing or seeing the signs of their trauma. Prior |
| Θέματα: | Psychic trauma in children., School children Mental health., Behavioral assessment of children., Traumatisme psychique chez l'enfant., Élèves du primaire Santé mentale., Analyse comportementale des enfants. |
| Όροι ευρετηρίου: | Complex Trauma, Positive Behavior Intervention Supports (PBIS), Teaching Best Practices, Trauma, Trauma-Informed |
| Σύνδεσμος: | |
| Διαθεσιμότητα: | Open access content. Open access content Bleile, Michael. |
| Other Numbers: | WMG oai:cdm16397.contentdm.oclc.org:p15323coll5/74329 1434441393 |
| Πηγή συνεισφοράς: | From OAIster®, provided by the OCLC Cooperative. |
| Αριθμός Καταχώρησης: | edsoai.on1434441393 |
| Βάση Δεδομένων: | OAIster |
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