About the Authors xi
Series Preface xiii
Acknowledgements xv
Section One History: Trauma, Adversity and the Trauma-Informed Movement
One Adverse Childhood Experiences 3
Kirby L. Wycoff
Two Impact on Children, Teens, Families, and Communities 17
Kirby L. Wycoff
Three Public Health and the Trauma-Informed Movement 35
Kirby L. Wycoff
Four Trauma–Informed Schools 59
Kirby L. Wycoff
Section Two Complex Trauma and the Role of Functional Impairment
Five Child Development 79
Bettina Franzese
Six Complex Trauma and Its Impact on the Brain 93
Bettina Franzese
Bettina Franzese Seven Domains of Impairment: Functional Impact
of Complex Trauma and Stress 127
Kirby L. Wycoff
Section Three Trauma-Informed Assessment Framework
Eight Considerations for Trauma Screening in School and
Community Settings 157
Kirby L. Wycoff
Nine Individual and Familial Assessment Tools 181
Kirby L. Wycoff
Section Four Trauma-Informed Intervention Framework
Ten Competencies and Components of Trauma-Informed Interventions
201
Kirby L. Wycoff
Eleven Trauma-Informed Interventions and Treatments 219
Kirby L. Wycoff
Section Five Ethical Considerations in Trauma-Informed Assessment and Intervention
Twelve Ethical Considerations 243
Kirby L. Wycoff
Thirteen Emerging Treatments and Additional Resources 251
Kirby L. Wycoff
References 253
Index 295
KIRBY WYCOFF, PHD, is a Nationally Certified School Psychologist and Associate Professor and Co-Director of the School Psychology Program at Eastern University. She is an MPH Candidate at the Geisel School of Medicine at Dartmouth College and a LEAH (Leadership and Education in Adolescent Health) Fellow at the Children's Hospital of Philadelphia.
BETTINA FRANZESE, MPS, Ms.Ed., Psy.D., ABSNP, is a Pennsylvania Licensed Psychologist, a Pennsylvania Certified School Psychologist and is Board Certified in School Neuropsychology.
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