Preface Acknowledgments About the Editors Contributors SECTION I: Introduction to Trauma and its Impact on School Functioning 1: Childhood Trauma and a Framework for Intervention Margaret Blaustein 2: How the Traumatic Experiences of Students Manifest in School Settings Ron Hertel and Mona M. Johnson 3: Developmental Differences in Response to Trauma LaDona R. Wiebler SECTION II: Potential Sources of Trauma and Implications for Classroom Instruction and School-Based Interventions 4: Immigrant Students Lyn Morland, Dina Birman, Burna Dunn, Myrna Ann Adkins, and Laura Gardner 5: Students Experiencing Homelessness Diana Bowman and Patricia A. Popp 6: Students Exposed to Community Violence Dorothy Rohde-Collins 7: Students with Incarcerated Parents Jennifer Buxton-McClendon 8: Students with Parents Involved in Substance Abuse or Dependence Brian R. Devine 9: Students Exposed to Domestic Violence Lisa Weed Phifer and Deseri A. McPherson 10: Students Anticipating the Death of a Family Member or Loved One Jarena G. Fleischman 11: Students Responding to the Unexpected Death of a Family Member or Loved One Robert J. Wingfield and Susan Craft 12: Students from Military Families Courtney D. Carter 13: Students Affected by Sexual Abuse Delphine Collin-Vezina 14: Students Affected by Neglect Mardi Bernard and Elizabeth Popard Newell 15: Students Affected by Physical and Emotional Abuse Lisa Wegman and A. Michelle O'Banion 16: Students Responding to Natural Disasters and Terrorism Ryan P. Kilmer, Virginia Gil-Rivas, and Steven J. Hardy SECTION III. Administrative and Policy Considerations; Fostering Resiliency 17: Creating Safe and Supportive Schools for Students Impacted by Traumatic Experience Joel M. Ristuccia 18: Addressing Trauma and Other Barriers to Learning and Teaching: Developing a Comprehensive System of Intervention Howard Adelman and Linda Taylor 19: Lessons for Developing Resilience George S. Everly, Jr. and Rachel M. Firestone
Eric Rossen, Ph.D., is a nationally certified school psychologist and licensed psychologist in Maryland. He currently serves as Director of Professional Development and Standards at the National Association of School Psychologists. Robert Hull, Ed.S., MHS, is a school psychologist in Prince Georges County Maryland, He has worked for over 30 years in schools addressing trauma concerns. In addition to his degrees in School Psychology he also holds a graduate degree in Public Health from Johns Hopkins University.
"Rossen and Hull have created a valuable resource for those who work with traumatized students-which is practically everyone in the field of education-and in the process have done a great service for children and young people suffering the devastating effects of trauma." -- Impact: The Journal of the Center for Interdisciplinary Teaching & Learning "A needed book, providing background and important guidance to schools, youth serving systems and families on ways to foster positive school and social adjustment for students experiencing trauma. Editors and leading school psychologists Rossen and Hull should be commended for this timely and important volume." -- Mark D. Weist, Ph.D., Professor, University of South Carolina "Every day, in every school there are students who have been exposed to trauma. This book provides an excellent introduction to help school professionals understand the impact of such experiences, along with practical and accessible strategies for students. This is a must read for all educators with resources provided for additional information for those who will provide more in-depth support for specific experiences. I will make this book required reading for all our staff who work in schools to heighten their awareness of and support to students in the field." -- Deborah Johnson, Ed.D., Children's Institute, Director of National Services "Supporting and Educating Traumatized Students makes a compelling argument to adapt new models for social emotional learning so that every educator is equipped to handle the stress and trauma of modern childhood." -- Scott Bloom, LCSW, Director of School Mental Health Services, Office of School Health, New York City Department of Education "Schools have unique opportunities to help children who are victims of traumatic stress due to natural disasters, community violence or loss of a loved one. This book offers a comprehensive look at the effects of traumatic stress on children and discusses practical ways that schools can help them, utilizing already existing resources. It is an empowering source of information for teachers, school administrators, and mental health professionals who work in schools." -- Lois T. Flaherty, M.D., Child and Adolescent Psychiatrist, Editor of Adolescent Psychiatry, and Chair of the University of Maryland Center for School Mental Health Advisory Board "The authors do an excellent job of summarizing the key findings from the research on exposure to chronic community violence, particularly among urban, minority youth. They also offer an understandable and intuitively appealing model of the mechanisms by which exposure to chronic community might impact student attitudes and behavior in the classroom. The clear and concrete ties the authors make between student performance and exposure to chronic community violence will likely increase teacher recognition of their role in mitigating its impact. The strategies they offer teachers are appealing and appear easy to implement." -- Nicholas Ialongo, Professor of Mental Health, Center for Prevention and Early Intervention, Bloomberg School of Public Health, Johns Hopkins University "This book is written to empower educators with practical skills and strategies for supporting children and teens with a variety of traumatic experiences throughout the school day... For anyone with the goal of helping young people learn and succeed within difficult circumstances, this is a must-have." -Erica Rich, The Resource: The National Sexual Violence Resource Center's Newsletter "...This book exceeds the promise of its title, as this is far more than a guide. It is a comprehensive tool that provides insightful descriptions of the experience of trauma; detailed data; frameworks for understanding; and peer-reviewed and innovative approaches to advocate for students, assist teachers, and directly implement supports to students. School psychologists will find it informative and return to it periodically as a readily available and useful source." --Communique