Trauma Doesn't Stop at the School Door: Strategies and Solutions for Educators, Prek-College

ISBN-13: 9780807764107 / Angielski / Miękka / 2020

Karen Gross

Spis treści

• 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