Greetings everyone. I'm new to this site, although thought I would share a book I recently co-edited that has only served to increase my interest in supporting students with ACEs, with particular emphasis on providing those supports within schools. Published by Oxford University Press. I would love to hear your feedback.
http://www.oup.com/us/catalog/general/subject/Psychology/Clinical/?view=usa&ci=9780199766529
We (my co-editor and I) developed the book as practicing professionals in schools, recognizing the need for a resource for educators that may not have access to structured treatment programs or even adequate professional development [more often the case than not]. The book is written in three sections - the first section has a basic introduction to trauma and its potential impact on learning and development, as well as how that may manifest in schools/classrooms. The second section has chapters devoted to specific ACEs, including poverty/homelessness, child maltreatment, expected and unexpected death of loved ones, immigrant and refugee experiences, parental substance abuse and incarceration, natural disasters, etc. Each chapter includes practical classroom based strategies, including a list of children's literature on the topic and related websites. The final section focuses on systems-level policy. Here is a general description of the book:
Combining knowledge of the cognitive and behavioral effects of trauma, evidence-based interventions, educational best practices, and the experiences of veteran educators, Supporting and Educating Traumatized Students: A Guide for School-Based Professionals presents a new framework for assisting students with a history of trauma. Designed specifically for busy educators who work with traumatized students daily, this volume brings together practitioners, researchers, and other experts with backgrounds in education, school psychology, school nursing, school social work, school counseling, school administration, clinical psychology, resilience, and trauma studies to examine the impacts of numerous traumatic experiences on school-aged children and youth. The book provides practical, effective, and implementable strategies and resources for adapting and differentiating instruction, modifying the classroom and school environments, and building competency for students affected by trauma. Chapters offer techniques and strategies designed for all types of educational environments and in the context of multiple potential sources of trauma. Supporting and Educating Traumatized Students is an essential resource for classroom teachers and for practicing school-based professionals. It is also useful for courses that address crisis, trauma, and education across a broad spectrum of specializations, including school social work, education, psychology, counseling, and school administration.
Here are some reviews:
"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