Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Trauma-Informed School Programming: Applications For Mental Health Professionals And Educator Partnerships, Brenda Morton, Anna A. Berardi Phd.
Trauma-Informed School Programming: Applications For Mental Health Professionals And Educator Partnerships, Brenda Morton, Anna A. Berardi Phd.
Faculty Publications - College of Education
An alarming number of children experience significant trauma or chronic stress throughout childhood, manifesting in cognitive, social, physical, and emotional impairment. These challenges are expressed in the P-12 academic setting through difficulties with behavioral and emotional self-regulation, academic functioning, and physical ailments and illness. Advances in trauma-informed care, as applied to the school environment, have inspired new hope for educators who observe first-hand the learning challenges facing traumatized children. This article defines the nature of the problem along with a guiding framework to assist educators and mental health professionals in transforming to a trauma-informed school culture.
Engaging Lbgtq Issues: It’S Still Complicated, Gary F. Sehorn Dr.
Engaging Lbgtq Issues: It’S Still Complicated, Gary F. Sehorn Dr.
Faculty Publications - College of Education
Public school administrators deal with a range of culture war conflicts on a regular basis, and LBGTQ issues are particularly challenging. When I joined my Christian university’s faculty after a long career working as an Evangelical administrator in public schools, I looked forward to shifting from experiencing these conflicts as a public school administrator to equipping others to handle them. Instead, the challenges have become even more complicated.
Maximizing Academic Success For Foster Care Students: A Trauma-Informed Approach, Anna A. Berardi Phd., Brenda M. Morton
Maximizing Academic Success For Foster Care Students: A Trauma-Informed Approach, Anna A. Berardi Phd., Brenda M. Morton
Faculty Publications - College of Education
Children in foster care have experienced significant trauma due to the loss of primary attachment figures and the circumstances associated with that loss. Children who have suffered trauma generally present with cognitive, social, physical, and emotional vulnerabilities. These vulnerabilities are often expressed in the P–12 academic setting through difficulties with behavioral and emotional self-regulation, academic functioning, and physical ailments and illness related to chronic stress-induced compromised immune systems. This results in academic failure for half of all children in care. Training in how to respond to children who have suffered trauma is essential to ensure that children are comfortable and …