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✔ În stoc la libris.ro
Vezi oferta la libris.ronPlease check out more of our related titles at thepgi.org About five years ago, the National Task Force on Children Exposed to Violence recommended (or perhaps more accurately, warned) that every school in our country should have trauma-informed staff and consultants providing school-based trauma-specific treatment. Apparently, few schools-especially those with high-poverty, high-minority student populations-actually heard (and heeded) the recommendation. Most teachers and administrators have accepted that there is simply not enough time to focus on soft skills like teaching impulse control, resilience, or emotional regulation and concurrently cover enough content to get test scores high enough to maintain their employment. Our rebuttal to this conclusion is that time isn't their problem, values and priorities are. In other words, if being a trauma-informed educator was adequately valued, then it would be prioritized and time would be found to be a trauma-informed educator. Becoming trauma-informed also requires a fundamental understanding that trauma, to quote Catherine Woodiwiss, permanently changes us. Specifically, the chronic stress accompanying ongoing (or complex) childhood trauma can negatively and enduringly change a child's brain. Childhood traumas like physical or emotional abuse, sexual assault, and persistent family poverty typically triggers neuroplasticity.The commonness of students in classrooms across this country experiencing trauma and trauma-based maladap
