Overview

This call to action for educators examines how childhood trauma impacts cognitive, emotional and social development, and offers perspectives and strategies for fostering trauma-sensitive school cultures. Strong evidence indicates the central problems that underlie many behavioral and emotional obstacles to learning are rarely identified by educators. When these issues are properly understood and addressed, teachers, administrators and parents can more effectively serve students' emotional and social needs, resulting in dramatic improvement in academic outcomes, attendance, teacher retention and parental involvement.

Full Product Details

Author:   Gerald W. Neal
Publisher:   McFarland & Co Inc
Imprint:   McFarland & Co Inc
Dimensions:   Width: 15.20cm , Height: 1.10cm , Length: 22.90cm
Weight:   0.286kg
ISBN:  

9781476681238

ISBN 10:   1476681236
Pages:   211
Publication Date:   20 November 2020
Recommended Age:   From 18 years
Audience:   General/trade ,  General
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Table of Contents Acknowledgments Part I. “Children of an Idle Brain”: Understanding Trauma Introduction: The Author’s Voice  1. Maslow and Bronfenbrenner  2. Child Trauma  3. Other Common Sources of Trauma  4. Brain Research  5. The Influence of Religion  6. The Law and Child Maltreatment Part II. A Model for the Trauma-Sensitive, Social-Emotional Learning School Introduction: The Field of Dreams  7. The Trauma-Informed Teacher  8. Trauma-Informed Instruction, Social-Emotional Learning and Maslow  9. Rethinking Assessment 10. Social-Emotional Learning Competencies and Teaching Strategies 11. Behavior Management 12. Support Staff Leadership 13. Changing the Culture The Last Word Chapter Notes Bibliography Index

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Author Information

Gerald W. Neal currently serves as an associate professor in the Master of School Administration program at the University of North Carolina at Pembroke.

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