Trauma Informed Behaviour Support: A Practical Guide to Developing Resilient Learners (Ayre and Krishnamoorthy)

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Trauma Informed Behaviour Support: A Practical Guide to Developing Resilient Learners guides educators working with primary school aged children to understand trauma as well as its impact on young children's brains, behaviour, learning, and development. The book provides a novel framework of practice – drawing on contemporary theories of developmental trauma and evidence-based practices of positive behaviour support.

Description from LibreTexts.

Subjects
Social Sciences, Early Childhood Education
Licence
CC BY-SA 4.0, as LibreTexts states it
Who can read
Teens profiles and older, judged from its title and subjects

Contents

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  1. Front Matter
  2. TitlePage
  3. InfoPage
  4. Table of Contents
  5. Licensing
  6. 1: Understand and empathise
  7. 1.1: Childhood adversity and maltreatment
  8. 1.2: Welfare of Aboriginal and Torres Strait Islander children
  9. 1.3: Etiology of childhood adversity and maltreatment
  10. 1.4: Keeping students safe: reporting child protection concerns
  11. 1.5: Childhood trauma
  12. 1.6: Trauma informed practice
  13. 2: Observe and reflect
  14. 2.1: Disruptive student behaviour
  15. 2.2: Behaviourism and Applied Behaviour Analysis
  16. 2.3: Positive Behaviour Support
  17. 2.4: Observing behaviour
  18. 2.5: A dual perspective
  19. 3: Prevent and contain
  20. 3.1: How the brain develops
  21. 3.2: Effects of childhood trauma on brain development
  22. 3.3: Effects of childhood trauma on behavioural, social and emotional functioning
  23. 3.4: Effects of childhood trauma on academic achievement
  24. 3.5: The window of tolerance
  25. 3.6: Using the window of tolerance in the school context
  26. 4: Connect and validate
  27. 4.1: Attachment
  28. 4.2: Attachment, school and learning
  29. 4.3: Putting it into practice
  30. 5: Teach and reinforce
  31. 5.1: Social-emotional competence
  32. 5.2: The social-emotional needs of the young child
  33. 5.3: The social-emotional needs of the primary aged child
  34. 5.4: The social-emotional needs of the adolescent
  35. 5.5: Social cognitive theory
  36. 5.6: Social skills
  37. 6: Survive and thrive
  38. 6.1: Caring for the educator: the challenge of working with traumatised students
  39. 6.2: The teacher must survive: self-care and managing secondary trauma
  40. 6.3: We’re all in this together: impact of secondary trauma on organisations
  41. 6.4: Trauma informed organisational change and support
  42. Back Matter
  43. Index
  44. Glossary
  45. Detailed Licensing