Trauma Doesn't Stop at the School Door

Strategies and Solutions for Educators, Pre-K-College

Karen Gross (Autor)

Buch | Softcover

240 Seiten

2020
Teachers' College Press (Verlag)
978-0-8077-6410-7 (ISBN)

Infos

Explores how educational institutions have failed to recognise and effectively address the symptoms of trauma in students of all ages. Gross argues that it is time for educational institutions and those who work within them to change their approaches and responses to traumatic symptoms that manifest in students in schools and colleges.

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This book explores how educational institutions have failed to recognize and effectively address the symptoms of trauma in students of all ages. Given the prevalence of traumatic events in our world, Gross argues that it is time for educational institutions and those who work within them to change their approaches and responses to traumatic symptoms that manifest in students in schools and colleges. These changes can alter how and what we teach, how we train teachers, how we structure our calendars and create our schedules, how we address student behavior and disciplinary issues, and how we design our physical space. Drawing on real-life examples and scenarios that will be familiar to educators, this resource provides concrete suggestions to assist institutions in becoming trauma-responsive environments, including replicable macro and micro changes.Book Features:



Focuses on trauma within the early childhood–adult educational pipeline.
Explains how trauma is often cumulative, with recent traumatic events often triggering a revival of traumatic symptomology from decades ago.
Provides clarifications of currently used terms and scoring systems and offers new and alternative approaches to identifying and remediating trauma.
Includes visual images to augment the descriptions in the text.

Autor

Karen Gross is an author and educator as well as an advisor and consultant to nonprofit schools, organizations, and governments; instructor of continuing education at Rutgers Graduate School of Social Work; visiting professor at Bennington College; former president of Southern Vermont College; former senior policy advisor to the United States Department of Education; and author of the sidequel, Breakaway Learners: Strategies for Post-Secondary Success with At-Risk Students and the trauma-sensitive children’s book series, Lady Lucy’s Quest. Visit the Karen's website at www.karengrosseducation.com

Inhalt

Preface
Scope and Coverage
Structure and Approach
A Trigger Warning
Acknowledgments


Part I: Naming
1. What Is Trauma?
At Least We Can Agree That . . .
On These We Should Agree
The Word Itself
The Medical Definition
A Psychological Definition
Trauma and Traumatic Responses
A Flawed Distinction
An Alternate Approach
Definitional Diversity
A Definition for the Educational Context
Assessment Devices and Definitions of Trauma
ACEs
ACEs Caveats
Educators

2. Trauma in Action
Scenario 1
Scenario 2
Scenario 3
Small e Events
Small e Event Reactions
There Are Solutions
Transferred Trauma
Next Steps
What About Those Anniversaries?
Dealing with Trauma Anniversaries
Planning, Teachable Moments, and Control
Kent State and New York Law School
Some Lessons
Material Goods as Memorials
Tangible Evidence
Onward

3. Acute Symptomology Is Autonomic
First Appearances
Acute Symptomology
Nervous Systems
The Three Fs
The F Words
What Happens to Our Bodies?
The Autonomic Nervous System in Action
The Impact of Repetitive Acute Symptomology
Adult Physiological Responses

4. It's Actually Triphasic
The "Traditional" Delayed Divide
But There's More: Think Tri
Story 1: It Is Dark at Night
Story 2: A Change of Teachers
What the Stories Tell Us
Chapter 5: Secondary and Vicarious Trauma
Concrete Exemplars
A Personal Story over Time

Part II: Taming

6. Finding Solutions
Where and How to Begin
Benefits of Allostatic Load Lifting
Breakaway Learners, Baseball, and Trauma
Name It Then Tame It
Trauma Terms
Change Doesn't Have to Be Uniform
Change Won't Be Easy
Trauma Matters

7. Change on the Horizon
Lessons from Smoking and Civil Rights
Context Counts
Nine Factors Toward a Tipping Point
Amalgamation and Associations
Pivoting Right
Who Isn't Responsible?
Who Is Responsible?
Finding the Trauma Lens
Collaboration?
Macro Change
Micro Change
The Six Ts and Breakaway Learners

8. The Trauma-Responsive School
A Caveat
Why Deconstructing the Ideal Is Key
The Ideal Trauma-Responsive School
The Five Ss
Values

9. Deconstruction I: Macro Changes
pace and Place
Play Table
The Role of the Educator and Secondary or Vicarious Trauma
Antifragmentation
Punishment and Discipline
The Center and Truth
Macro Changes and the Brain

10. Deconstruction II: Micro Changes
Transitions
Use of the Senses
Materials on the Walls
Rovers and Pop-Ups
Teams and Teamwork
Implementing Change

Part III: Framing

11. What Is a Frame?
The Definition of Generation T
The Meaning of Generation T
Frames, Framing, and Framed
What Is Trauma's Frame?
Other Frames
The Generation T Frame

12. Conclusion: Having Hope
New Research
The Powerful Positives
Unanswered Questions
PCEs and Trauma-Responsive Institutions
The Need for Empiricism
Rising Tides
Endings and Beginnings
Notes
Further Readings
Index
About the Author

Produkt-Details

• Erscheinungsdatum: 02.07.2020
• Verlagsort: New York
• Sprache: englisch
• Maße: 152 x 228 mm
• Gewicht: 320 g
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Didaktik
• ISBN-10: 0-8077-6410-8 / 0807764108
• ISBN-13: 978-0-8077-6410-7 / 9780807764107
• Zustand: Neuware