Creating Trauma-informed Schools
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Author Description
Children In All Educational Levels Are Vulnerable To Abuse, Neglect, Bullying, Violence In Their Homes And Neighborhoods, And Other Traumatic Life Events; Research Shows That Upwards Of 70% Of Children In Schools Report Experiencing At Least One Traumatic Event Before Age 16. Though School Social Workers Are On The Front Lines Of Service Delivery Through Their Work With Children Who Face Social And Emotional Struggles In The Pursuit Of Education, There Are Scant Resources To Assist Them In The Creation Of Trauma-informed Schools. This Book Presents An Overview Of The Impact Of Trauma On Children And Adolescents, As Well As Interventions For Direct Practice And Collaboration With Teachers, Families, And Communities. Social Work Practitioners And Students Will Learn Distinct Examples Of How To Implement The Ten Principles Of Trauma-informed Services In Their Schools; Provide Students With Trauma-informed Care That Is Grounded In The Principles Of Safety, Connection, And Emotional Regulation; And Develop Beneficial Skills For Self-care In Their Work.
Menrva's Summary
THE THESIS
This book addresses the critical need for school-based professionals to implement trauma-informed frameworks to support students who have experienced significant adversity. Authors Christine A. Sabatino and Eileen A. Dombo, both experts in social work and education, synthesize current research on the prevalence of childhood trauma to provide a practical guide for school staff. They argue that by integrating specific principles of safety, connection, and emotional regulation, schools can become environments that foster academic and emotional success for vulnerable populations.
THE SCOPE MAP
What You Will Find
- An overview of the neurological and psychological impacts of trauma on children and adolescents.
- A framework for implementing ten core principles of trauma-informed services within educational settings.
- Practical strategies for direct practice and collaboration with teachers, families, and community stakeholders.
- Guidance on professional self-care for practitioners working in high-stress environments.
Scope Limits
- The text focuses primarily on the role of school social workers and may not cover broader systemic policy reform at the state or federal level.
- It does not provide exhaustive clinical diagnostic tools, focusing instead on school-based interventions.
THE AUTHORITY PERSPECTIVE
Practitioners and students in the field of school social work frequently cite this text as a foundational resource for translating complex trauma theory into actionable school-wide policy. Experts highlight the book's utility in bridging the gap between clinical mental health support and the daily realities of the classroom environment.
Page Count:
144
Publication Date:
2019-01-01
Publisher:
Oxford University Press
ISBN-10:
0190873817
ISBN-13:
9780190873813
Psychology
Education
Social Work
Professional Development
Community Tags
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