Belonging : a relationship-based approach for trauma-informed education / Sian Phillips, Deni Melim, Daniel Hughes.

By: Phillips, Sian, 1964- [author.]
Contributor(s): Hughes, Daniel, 1945- [author.] | Melim, Deni, 1970- [author.]
Publisher: Lanham : Rowman & Littlefield, [2020]Description: 329 pagesContent type: text Media type: unmediated Carrier type: volumeISBN: 9781538135983; 9781538135990Subject(s): Affective education | Attachment disorder in children | School attendance | School phobia | Students -- Management -- AustraliaDDC classification: 370.1534 LOC classification: LB1072 | .P55 2020Summary: "The call for trauma-informed education is growing as the profound impact trauma has for the children's ability to learn in traditional classrooms is recognized. For children who have experienced abuse and neglect their behavior is often highly reactive, aggressive, withdrawn or unmotivated. They struggle to learn, to make positive relationships or be influenced positively by teachers and school staff. Students become more and more at risk for mental health difficulties. Teachers become more and more frustrated and discouraged as they attempt to teach this vulnerable group of students. Even though it is relationships that have hurt students with developmental trauma, it is known that they must find safe relationships to learn and heal. Forming those relationships with children who have been hurt and no longer trust adults is not easy. This book focuses on three important and comprehensive areas of theory and research that provide a theoretical, clinical, and integrated intervention model for developing the relationships and felt sense of safety children with developmental trauma need. Using what is known from attachment theory, intersubjectivity theory, and interpersonal neurobiology, the reader is helped to understand why children behave in the challenging ways they do.This book offers successes and ongoing challenges as a means to continue the conversation about how best to support some of our most at-risk youth."
List(s) this item appears in: Child & youth mental health | Trauma (psychiatry, psychology)
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General Collection
General Collection 370.1534 PHI 2020 (Browse shelf (Opens below)) Available M30193P4870
Total holds: 0

Includes bibliographical references and index.

"The call for trauma-informed education is growing as the profound impact trauma has for the children's ability to learn in traditional classrooms is recognized. For children who have experienced abuse and neglect their behavior is often highly reactive, aggressive, withdrawn or unmotivated. They struggle to learn, to make positive relationships or be influenced positively by teachers and school staff. Students become more and more at risk for mental health difficulties. Teachers become more and more frustrated and discouraged as they attempt to teach this vulnerable group of students. Even though it is relationships that have hurt students with developmental trauma, it is known that they must find safe relationships to learn and heal. Forming those relationships with children who have been hurt and no longer trust adults is not easy. This book focuses on three important and comprehensive areas of theory and research that provide a theoretical, clinical, and integrated intervention model for developing the relationships and felt sense of safety children with developmental trauma need. Using what is known from attachment theory, intersubjectivity theory, and interpersonal neurobiology, the reader is helped to understand why children behave in the challenging ways they do.This book offers successes and ongoing challenges as a means to continue the conversation about how best to support some of our most at-risk youth."

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