000			03704nam a2200457 4500
001			OTLid0000718
003			MnU
005			20201105133354.0
006			m o d s
008			190528s2019 mnu o 0 0 eng d
020			_a
040			_aMnU _beng _cMnU
050		4	_aL7
050		4	_aBF121
050		4	_aH1
050		4	_aLB1555
050		4	_aLC980
245	0	0	_aTrauma-Informed School Practices _bBuilding Expertise To Transform Schools _cAnna A. Berardi
264		2	_bOpen Textbook Library
264		1	_bGeorge Fox University Library
300			_a1 online resource
490	0		_aOpen textbook library.
505	0		_aSection I: Foundational Principles of Trauma-Informed School Practices -- Chapter 1: The State of Public Schools -- Chapter 2: Optimum Development and Academic Readiness -- Chapter 3: When Stress and Trauma Overwhelm Coping Resources -- Chapter 4: Trauma and Classroom Impact -- Chapter 5: Trauma-Informed Response Best Practices -- Chapter 6: The Trauma-Informed School Practices Tri-Phasic Model -- Section II: Implementing Trauma-Informed School Practices -- Chapter 7: Planning for Transition to Trauma-Informed School Practices: District, School, and Educator Considerations -- Chapter 8: Implementing Trauma-Informed School Practices in the Classroom -- Chapter 9: Responding to Behavioral Disruptions Using Trauma-Informed School Practices: Principles and Practices -- Section III: Sustaining Trauma-Informed School Practices -- Chapter 10: Orienting and Supporting Parents as TISP Co-Facilitators -- Chapter 11: Applying Trauma-Informed School Practices to Educator Competencies -- Chapter 12: Nurturing Effective and Sustainable Trauma-Informed School Practices
520	0		_aThis textbook represents the combined insight and experience of Morton, a k12 educator, and Berardi, a psychotherapist, both of whom are also university educators with extensive work experience serving districts and their teachers seeking to incorporate trauma-informed principles into their school culture and classroom. The authors identify that the field of education is now ready to deepen its level of response to the paradigm shift created by advances in neuroscience and traumatology. Hence, the primary focus is on identifying and applying trauma-informed educator competencies needed to transform districts, schools, educators, classrooms, and the field of education itself, while also including community members such as parents and board members in these processes - a total system makeover. At the conclusion of this text, the student, educator, or mental health professional will have a deeper understanding of what trauma-informed practice requires of them. This includes practical strategies on how to transform our learning communities in response to the devastating effect of unmitigated stress and trauma on our student's ability to learn and thrive throughout the lifespan.
542	1		_fAttribution-NonCommercial-ShareAlike
546			_aIn English.
588	0		_aDescription based on print resource
650		0	_aEducation _vTextbooks
650		0	_aPsychology _vTextbooks
650		0	_aSocial sciences _vTextbooks
650		0	_aEducation, Elementary _vTextbooks
650		0	_aEducation, Secondary _vTextbooks
700	1		_aBerardi, Anna A. _eauthor
700	1		_aMorton, Brenda M. _eauthor
710	2		_aOpen Textbook Library _edistributor
856	4	0	_uhttps://open.umn.edu/opentextbooks/textbooks/718 _zAccess online version
999			_c20072 _d20072