Book Title: Trauma Informed Behaviour Support: A Practical Guide to Developing Resilient Learners
Download this book
Book Description: Trauma Informed Behaviour Support: A Practical Guide to Developing Resilient Learners guides educators working with primary school aged children to understand trauma as well as its impact on young children's brains, behaviour, learning, and development. The book provides a novel framework of practice – drawing on contemporary theories of developmental trauma and evidence-based practices of positive behaviour support. Practical strategies and tools are offered for educators to use to create strength-based environments that support children's recovery, resiliency and learning. Educators are introduced to the systemic impacts of traumatic stress and are provided with trauma-informed practices that they can use to support workforce development that enhance the quality of pedagogical practices, while promoting the safety and care of the school community.
Contents
Book Information
Book Source
This book is a cloned version of Trauma Informed Behaviour Support: A Practical Guide to Developing Resilient Learners by Kay Ayre and Govind Krishnamoorthy, published using Pressbooks by University of Southern Queensland under a CC BY-SA (Attribution ShareAlike) license. It may differ from the original.
License
Trauma Informed Behaviour Support: A Practical Guide to Developing Resilient Learners Copyright © 2020 by University of Southern Queensland is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License, except where otherwise noted.
Subject
Education
Metadata
-
Trauma Informed Behaviour Support: A Practical Guide to Developing Resilient Learners Copyright © 2020 by University of Southern Queensland is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License, except where otherwise noted.
Trauma Informed Behaviour Support by Kay Ayre and Govind Krishnamoorthy is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License, except where otherwise noted.
All images contained within this book retain their copyright or original Creative Commons Licences and can only be re-used under their respective licences.
Disclaimer
Note that corporate logos (such as the USQ Phoenix, and any other company represented) and branding are specifically excluded from the Creative Commons Attribution-ShareAlike 4.0 International Licence of this work, and may not be reproduced under any circumstances without the express written permission of the copyright holders. The following content is specifically excluded from the Creative Commons Attribution-Sharealike 4.0 International licence of this work, and may not be reproduced under any circumstances without the express written permission of the copyright holders –Content from the Australian Childhood Foundation
Content from Beacon House
Content from Sandra Bloom
Content from Substance Abuse and Mental Health Services Administration (SAMHSA)
Loman, S., & Borgmeier, C. (2010). Practical functional behavioural assessment training manual for school-based personnel (p. 57) Retrieved from http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1001&context=sped_fac
National Scientific Council on the Developing Child. (2014). Excessive stress disrupts the architecture of the developing brain (Working Paper 3). Retrieved from http://developingchild.harvard.edu/resources/reports_and_working_papers/working_papers/w p3/.
The National Child Traumatic Stress Network. (2014). Trauma types. Retrieved from https://www.nctsn.org/.
Sorrels, B. (2015). Reaching and teaching children exposed to trauma. Lewisville, NC: Gryphon House, Inc.
Collaborative for Academic, Social, and Emotional Learning. (2020). What is SEL? Retrieved from https://casel.org/what-is-sel/.