Trauma-Informed Schools
Integrating Child Maltreatment Prevention, Detection, and Intervention
Carlomagno C. Panlilio (Redaktør)
This book provides an interdisciplinary framework for school intervention into child and adolescent maltreatment, highlighting
the unique potential for schools to identify and mitigate the long-term impacts of childhood trauma on children's educational well-being. Les mer
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På grunn av Brexit-tilpasninger og tiltak for å begrense covid-19 kan det dessverre oppstå forsinket levering.
This book provides an interdisciplinary framework for school intervention into child and adolescent maltreatment, highlighting
the unique potential for schools to identify and mitigate the long-term impacts of childhood trauma on children's educational
well-being. Contributors evaluate recent efforts to incorporate trauma-informed approaches into schools, including strategic
planning by administrators, staff training, prevention programming, liaising with local youth service agencies, and trauma-sensitive
intervention with affected students.
Among the topics discussed:* The developmental impact of trauma* The role of schools and teachers in supporting student mental health* Prevention programming to prevent child and adolescent sexual abuse* Education policies to support students with traumatic histories* Responding to childhood trauma at both macro and microsystem levels
Trauma-Informed Schools: Integrating Child Maltreatment Prevention, Detection, and Intervention is a valuable resource for child maltreatment researchers, educational and school psychologists, school social workers, students in early childhood and K-12 education, and education policy makers at all levels of government. It offers the necessary guidelines and insights to facilitate better learning for students who have experienced trauma, aiming to improve student well-being both inside and outside the classroom.
Among the topics discussed:* The developmental impact of trauma* The role of schools and teachers in supporting student mental health* Prevention programming to prevent child and adolescent sexual abuse* Education policies to support students with traumatic histories* Responding to childhood trauma at both macro and microsystem levels
Trauma-Informed Schools: Integrating Child Maltreatment Prevention, Detection, and Intervention is a valuable resource for child maltreatment researchers, educational and school psychologists, school social workers, students in early childhood and K-12 education, and education policy makers at all levels of government. It offers the necessary guidelines and insights to facilitate better learning for students who have experienced trauma, aiming to improve student well-being both inside and outside the classroom.
Safe Touches: Creating a School Community to Prevent Child Sexual Abuse.- The Fourth R: Teaching Healthy Relationship Skills
to Reduce Youth Risk Behaviors.- The Influence of Trauma Exposure on Children's Outcomes.- Trauma, Self-Regulation, and Learning.-
Maltreatment as a Wicked Problem: Implications for Educational Settings.- Responding to Childhood Trauma at the Macro and
Microsystem Levels: The Necessity for Trauma Sensitive Pedagogy.- Conclusions and Discussion.
Carlomagno C. Panlilio, Ph.D. is an Assistant Professor in the Department of Educational Psychology, Counseling, and Special
Education and a faculty member with the Child Maltreatment Solutions Network at the Pennsylvania State University. The overarching
goal of Dr. Panlilio's program of research is to understand the dynamic interplay between maltreatment, context, and development,
and how these processes influence individual differences in learning. His research is guided by an interdisciplinary approach
that draws from Developmental Science, Educational Psychology, Statistics, and Social Welfare to examine the multisystemic
influences on early adversity and children's learning. More specifically, he is interested in further explicating self-regulation
and self-regulated learning as key developmental and learning processes that explain variability in the academic outcomes
of children with a history of maltreatment. Prior to his faculty appointment, Dr. Panlilio practiced as a licensed clinical
marriage and family therapist. He has worked in private practice, community agencies, treatment foster care, and a residential
treatment facility for adolescents. He has been in clinical practice since 2005 and often worked with at-risk children and
families. He previously served as the Vice Chair for the Maryland Board of Professional Counselors and Therapists, and also
served as the Chair for the Ethics Committee. Dr. Panlilio earned his B.A. in Psychology from the California State University
at Long Beach and an M.S. in Family Studies with a concentration in Couple and Family Therapy from the University of Maryland
College Park. Dr. Panlilio earned his Ph.D. in Developmental Science and a certificate in Education, Measurement, and Statistics
from the University of Maryland College Park.