References

 

Ainsworth, M. D., Blehar, M. C., Waters, E., & Wall, S. N. (2015). Patterns of attachment. New York, NY: Taylor & Francis.

Albert, T. (Producer), & Ramis, H. (Director). (2002). Groundhog day [Motion picture]. Culver City, CA: Columbia TriStar Home Video.

Alexander, M. (2012). The new Jim Crow. New York, NY: The New Press.

American Association for Marriage and Family Therapy. (2015). Code of ethics. Alexandria, VA: Author.

American Counseling Association. (2014). Code of ethics. Alexandria, VA: Author.

American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: Author.

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Anda, R. F., Felitti, V. J., Bremner, J. D., Walker, J. D., Whitfield, C. H., Perry, B. D., . . . Giles, W. H. (2006). The enduring effects of abuse and related adverse experiences in childhood. European Archives of Psychiatry and Clinical Neuroscience, 256(3), 174–186.

Antonovsky, A. (1979). Health, stress, and coping. San Francisco, CA: Jossey-Bass.

Antonovsky, A. (1987). Unraveling the mystery of health: How people manage stress and stay well. San Francisco, CA: Jossey-Bass.

Arntz, W., Chasse, B., & Vicente, M. (2005). What the bleep do we know!?: Discovering the endless possibilities for altering your everyday reality. Deerfield Beach, FL: Health Communications.

Bailey, B. A. (2015). Conscious discipline: Building resilient classrooms. Oviedo, FL: Loving Guidance.

Baranowsky, A. B., Gentry, J. E., & Schultz, D. F. (2005). Trauma practice: Tools for stabilization and recovery. Ashland, OH: Hogrefe & Huber.

Bartlett, J. D., Barto, B., Griffin, J. L., Fraser, J. G., Hodgdon, H., & Bodian, R. (2016). Trauma-informed care in the Massachusetts Child Trauma Project. Child Maltreatment, 21(2), 101–112.

Bellah, R. N., Madsen, R., Sullivan, W. M., Swidler, A., & Tipton, S. M. (2007). Habits of the heart: Individualism and commitment in American life. Berkeley, CA: University of California Press.

Berardi, A. (2015). Mahler, Margaret. In E. S. Neukrug (Ed.), The SAGE encyclopedia of theory in counseling and therapy (pp. 624–626). Thousand Oaks, CA: SAGE.

Berardi, A., & Morton, B. (2017a). The educator interest and perceptions survey. Unpublished raw data.

Berardi, A., & Morton, B. (2017b). Maximizing academic success for foster care students: A trauma-informed approach. The Journal of At-Risk Issues, 20(1), 10-16.

Berger, E. (2019). Multi-tiered approaches to trauma-informed care in schools: A systematic review. School Mental Health, 1, 1-15.

Bernard, J. M., & Goodyear, R. K. (2018). Fundamentals of clinical supervision (6th ed.). New York, NY: Pearson.

Blaustein, M. E. (2013). Childhood trauma and a framework for intervention. In E. Rossen & R. Hull (Eds.), Supporting and educating traumatized students: A guide for school-based professionals (pp. 3-21). New York, NY: Oxford University Press.

Blaustein, M. E., & Kinniburgh, K. M. (2019). Treating traumatic stress in children and adolescents: How to foster resilience through attachment, self-regulation, and competency. New York, NY: Guilford Press.

Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.

Bloom, S. L. (2013). The sanctuary model: Changing habits and transforming the organizational operating system. In J. D. Ford & C. A. Courtois (Eds.), Treating complex traumatic stress disorders in childhood and adolescence. New York, NY: Guilford Press.

Borntrager, C., Caringi, J. C., van den Pol, R., Crosby L., O’Connell, K., Trautman, A., & McDonald, M. (2012). Secondary traumatic stress in school personnel. Advances in School Mental Health Promotion, 5(1), 38-50.

Boss, P. (2002). Family stress management: A contextual approach (2nd ed.). Thousand Oaks, CA: SAGE.

Bowlby, J. (1969). Attachment. New York, NY: Basic Books.

Bowlby, J. (1976). Separation: Anxiety and anger. New York, NY: Basic Books.

Bowlby, J. (1980). Loss: Sadness and depression. New York, NY: Basic Books.

Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York, NY: Basic Books.

Bowlby, R., & Golding, K. S. (2007). Attachment: Theory into practice, an overview. In K. S. Golding (Ed.), Attachment theory into practice: Briefing paper (pp. 9–30). Leicester, England: British Psychological Society.

Braschi, G. (Producer), Ferri, E. (Producer), & Benigni, R. (Director). (1997). Life is beautiful [Motion picture]. Los Angeles, CA: Miramax Home Entertainment.

Bremner, J. D. (2002). Does stress damage the brain?: Understanding trauma-related disorders from a neurological perspective. New York, NY: W.W. Norton.

Briere, J. N., & Scott, C. (2006). Principles of trauma therapy: A guide to symptoms, evaluation, and treatment. Thousand Oaks, CA: SAGE.

Brymer, M., Jacobs, A., Layne, C., Pynoos, R., Ruzek, J., Steinberg, A., . . . Watson, P. (2006). Psychological first aid: Field operations guide (2nd ed.). Los Angeles, CA: National Child Traumatic Stress Network.

Brymer, M., Taylor, M., Escudero, P., Jacobs, A., Kronenberg, M., Macy, R., . . . Vogel, J. (2012). Psychological first aid for schools: Field operations guide (2nd ed.). Los Angeles, CA: National Child Traumatic Stress Network.

Cederlof, C. (2019, March 8). Visalia schools face crisis as students rage under PBIS. Visalia Times-Delta.

Collaborative for Academic, Social, and Emotional Learning. (2013). CASEL Guide: Effective social and emotional learning programs. Chicago, IL: Author.

Council of Chief State School Officers. (2013, April). InTASC model core teaching standards and learning progressions for teachers 1.0.

Council of Chief State School Officers. (2010). Frequently asked questions.

Carrion, V. G., & Wong, S. S. (2012). Can traumatic stress alter the brain? Understanding the implications of early trauma on brain development and learning. Journal of Adolescent Health, 51(2), S23–S28.

Centers for Disease Control and Prevention. (2015). ACE study: Major findings.

Centers for Disease Control and Prevention. (2019). About the CDC-Kaiser ACE study.

Clarke, J. I., & Dawson, C. (1998). Growing up again: Parenting ourselves, parenting our children. Center City, MN: Hazeldon.

Coates, T. (2015). Between the world and me. New York, NY: Spiegel & Gray.

Commodari, E. (2013). Preschool teacher attachment, school readiness and risk of learning difficulties. Early Childhood Research Quarterly, 28(1), 123–133.

Council for Accreditation of Counseling and Related Educational Programs. (2015). 2016 CACREP standards. Alexandria, VA: Author.

Cozolino, L. (2013). The social neuroscience of education: Optimizing attachment and learning in the classroom. New York, NY: W.W. Norton.

Cozolino, L. (2014). The neuroscience of human relationships: Attachment and the developing social brain (2nd ed.). New York, NY: W.W. Norton.

Craig, S. E. (2016). Trauma-sensitive schools: Learning communities transforming children’s lives, K-5. New York, NY: Teachers College Press.

Crosby, S., Day, A, Somers, C., & Baroni, B. (2018). Avoiding school suspension: Assessment of a trauma-informed intervention with court-involved, female students. Preventing School Failure: Alternative Education for Children and Youth, 62(3), 229–237. doi:10.1080/1045988X.2018.1431873

Cummings, K. P., Addante, S., Swindell, J., & Meadan, H. (2017). Creating supportive environments for children who have had exposure to traumatic events. Journal of Child and Family Studies, 26, 2728–2741.

Darling-Hammond, L. & Cook-Harvey, C. M. (2018). Educating the whole child.

DeCocio, J. E. (2018). Epigenetics, maternal prenatal psychosocial stress, and infant mental health. Archives of Psychiatric Nursing, 32(6), 901–906.

DiAngelo, R. T. (2018). White fragility. Boston, MA: Beacon Press.

Duckworth, A. (2016). Grit: The power of passion and perseverance. New York, NY: Scribner.

Dutro, E. (2017). Let’s start with heartbreak: The perilous potential of trauma in literacy. Language Arts, 94(5), 326–337.

Emerson, J., & Lovitt, T. (2003). The educational plight of foster children in schools and what can be done about it. Remedial and Special Education, 24(4), 199–203.

Erikson, E. H. (1964). Insight and responsibility. New York, NY: W.W. Norton.

Erikson, E. H. (1987). A way of looking at things. New York, NY: W.W. Norton.

Everly, G. S., & Lating, J. M. (2012). A clinical guide to the treatment of the human stress response. New York, NY: Springer.

Everly, G. S., & Mitchell, J. T. (2008). Integrative crisis intervention and disaster mental health. Ellicott City, MD: Chevron Publishing.

Falender, C. A., & Shafranske, E. P. (2004). Clinical supervision: A competency-based approach. Washington, DC: American Psychological Association.

Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, AlM., Edwards, V., . . . Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The adverse childhood experiences (ACE) study. American Journal of Preventive Medicine, 14(4), 245–258.

Figley, C. R. (1995). Compassion fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized. New York, NY: Bruner/Mazel.

Figley, C. R. (2002). Brief treatments for the traumatized. Westport, CT: Greenwood Press.

Figley, C. R. (Ed.). (2006). Mapping the wake of trauma: Autobiographical essays by the pioneers of trauma research. New York, NY: Routledge.

Flanagan, M. (2017). How ending behavior rewards helped one school focus on student motivation and character. MindShift.

Frankl, V. (2006). Man’s search for meaning. Boston, MA: Beacon Press.

Fraser, J. W. (2016). Teach: A question of teaching (2nd ed.). New York, NY: Routledge.

Geddes, H. (2006). Attachment in the classroom: The links between children’s early experience, emotional well-being and performance in school. London, England: Worth.

George Fox University. (2019a). Post-graduate certificate in trauma response services.

George Fox University. (2019b). Trauma-informed school initiative.

Gilligan, C. (2009). In a different voice: Psychological theory and women’s development. Cambridge, MA: Harvard University Press.

Gilligan, J. (2012, December 19). Punishment fails. Rehabilitation wins. New York Times.

Gladstein, R. N. (Producer), & Hallström, L. (Director). (1999). The cider house rules [Motion picture]. Los Angeles, CA: Miramax Films.

Herman, J. (1992). Trauma and recovery. New York, NY: Basic Books.

Hemphill, S. A., Plenty, S. M., Herrenkohl, T. I., Toumbourou, J. W., & Catalano, R. F. (2014). Student and school factors associated with school suspension: A multilevel analysis of students in Victoria, Australia and Washington State, United States. Children and Youth Services Review, 36, 187–194.

Hertel, R., & Johnson, M. M. (2013). How the traumatic experiences of students manifest in school settings. In E. Rossen & R. Hull (Eds.), Supporting and educating traumatized students: A guide for school-based professionals (pp. 23-35). New York, NY: Oxford University Press.

Holmes, C., Levy, M., Smith, A., Pinne, S., & Neese, P. (2014). A model for creating and supporting trauma-informed culture for children in preschool settings. Journal of Child and Family Studies, 24(6), 1650–1659. doi:10.1007/s10826-014-9968-6.

Huff, B. (2013). Vicarious trauma in residential settings (Unpublished master’s thesis). George Fox University, Portland, OR.

Hurley, D. (2013). Grandma’s experiences leave a mark on your genes. Discover Magazine.

Jones, W., Berg, J., & Osher, D. (2018). Trauma and Learning Policy Initiative (TLPI): Trauma-sensitive schools descriptive study. Washington, DC: American Institutes for Research.

Karen, R. (1990, February). Becoming attached. The Atlantic Monthly.

Kaufman, C. (2010). Executive function in the classroom: Practical strategies for improving performance and enhancing skills for all students. Baltimore, MD: Paul H. Brooks.

Kiessling, R. (2009). Simple or comprehensive treatment intake questionnaire and guidelines for targeting sequence. In M. Luber’s (Ed.), Eye Movement Desensitization and Reprocessing (EMDR) Scripted Protocols (pp. 11-30). New York, NY: Springer Publishing Company.

King, M. (2018). The good neighbor: The life and work of Fred Rogers. New York, NY: Abrams Press.

Kinniburgh, K. J., Blaustein, M., Spinazzola, J., & Van Der Kolk, B. A. (2005). Attachment, self-regulation, and competency. Psychiatric Annals, 35(5), 424–430.

Kraus, K. (2009). Lenses: Applying lifespan development theories in counseling. Shippensburg, PA: Cengage.

Landreth, G. L., & Bratton, S. C. (2015). Child parent relationship therapy (CPRT): A 10-session filial therapy model. New York, NY: Routledge.

Levine, A., & Heller, R. (2010). Attached. New York, NY: Penguin Random House.

Luquet, W. (2015). Short-term couples therapy (2nd ed.). New York, NY: Routledge.

Mahler, M. S., Pine, F., & Bergman, A. (1973). The psychological birth of the human infant. New York, NY: Basic Books.

Mendelson, T., Tandon, S. D., O’Brennan, L., Leaf, P. J., & Ialongo, N. S. (2015). Brief report: Moving prevention into schools: The impact of a trauma-informed school-based intervention. Journal of Adolescence, 43, 142–147.

National Center for Education Statistics. (n.d.). The condition of education at a glance.

National Policy Board for Educational Administration. (2018). National Educational Leadership Preparation (NELP) program recognition standards, building level.

Massachusetts Advocates for Children. (2005). Helping traumatized children learn: Supportive school environments for children traumatized by family violence.

Massachusetts Advocates for Children. (2013). Helping traumatized children learn 2: Safe, supportive learning environments that benefit all children.

Masten, A. S., & Obradovic, J. (2006). Competence and resilience in development. Annals of the New York Academy of Sciences, 1094, 13–27. doi:10.1196/annals.1376.003

McCleary, J., & Figley, C. R. (2017). Special issue on resilience and trauma: An introduction. Traumatology, 23(1), 1–3.

McCubbin, H. I., & Patterson, J. M. (1983). The family stress process: The Double ABCX model of adjustment and adaptation, In H. I. McCubbin, M. Sussman, & J. M. Patterson (Eds.), Social stress and the family: Advances in family stress theory and research (pp. 7-38). New York, NY: Haworth Press.

McCubbin, H. I., Sussman, M., & Patterson, J. M. (Eds.). (1983). Social stress and the family: Advances in family stress theory and research. New York, NY: Haworth Press.

Mooney, C. G. (2013). An introduction to Dewey, Montessori, Erikson, Piaget, & Vygotsky (2nd ed.). St. Paul, MN: Redleaf Press.

Morgan, M. M., & Sprenkle, D. H. (2007). Towards a common-factors approach to supervision. Journal of Marital and Family Therapy, 33(1), 1–17.

Morton, B. M. (2015). Barriers to academic achievement for foster youth: The story behind the statistics. Journal of Research in Childhood Education, 29(4), 476–491.

Morton, B. M. (2018). The grip of trauma: How trauma disrupts the academic aspirations of foster youth. Child Abuse & Neglect, 74, 73–81.

Morton, B. M., & Berardi, A. (2016). Trauma-informed school initiative.

Morton, B. M., & Berardi, A. (2017). Trauma-informed school programming: Applications for mental health professionals and educator partnerships. Journal of Child & Adolescent Trauma. New York, NY: Springer.

Morton, B. M., & Berardi, A. (2018). Creating a trauma-informed rural community: A university-school district model. In R. M. Reardon & J. Leonard, (Eds), Making a positive impact in rural places: Change agency in the context of school-university-community collaboration in education (pp. 193-213). Charlotte, NC: Information Age Publishing.

Myers, D., & Wee, D. F. (2005). Disaster mental health services. New York, NY: Brunner/Routledge.

National Council on Measurement in Education, 2014

Oregon Education Association. (2019). A crisis of disrupted learning: Conditions in our schools and recommended solutions.

Pas, E. T., Bradshaw, C. P., & Hershfeldt, P. A. (2012). Teacher- and school-level predictors of teacher efficacy and burnout: Identifying potential areas for support. Journal of School Psychology, 50(1), 129–145.

Palmer, P. (1993). To know as we are known. San Francisco, CA: HarperOne.

Perry, B. D. (2006). Fear and learning: Traumarelated factors in the adult education process. New Directions for Adult and Continuing Education, 2006(110), 21–27.

Perry, B. D. (2009). Examining child maltreatment through a neurodevelopmental lens: Clinical applications of the neurosequential model of therapeutics. Journal of Loss and Trauma, 14(4), 240–255.

Piaget, J. (1952). The origins of intelligence in children. New York, NY: W. W. Norton.

Pink, D. H. (2011). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books.

Prewitt, E. (2014). State, federal lawmakers take action on trauma-informed policies, programs. ACES Too High News.

Ptak, C., & Petronis, A. (2010). Epigenetic approaches to psychiatric disorders. Dialogues, 12(1), 25-35.

Porges, S. W. (2011). The polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation. New York, NY: W.W. Norton.

Porges, S. W., & Furman, S. A. (2011). The early development of the autonomic nervous system provides a neural platform for social behavior: A polyvagal perspective. Infant and Child Development, 20, 106–118.

Region X ACE Planning Team. (2016). NEAR@Home: Addressing ACES in home visiting by asking, listening and accepting.

Redford, J. (Producer and Director). (2015). Paper tigers [Documentary]. United States: Brainstorm Media.

Ristuccia, J. M. (2013). Creating safe and supportive schools for students impacted by traumatic experiences. In E. Rossen & R. Hull (Eds.), Supporting and educating traumatized students: A guide for school-based professionals (pp. 253-263). New York, NY: Oxford University Press.

Rivera, J. (Producer), & Docter, P. (Director). (2015). Inside out [Motion picture]. Los Angeles, CA: Walt Disney Studios.

Rosino, M. (2016). The ABC-X model of family, stress, and coping. In C. L. Shehan (Ed.), The Wiley Blackwell encyclopedia of family studies. Hoboken, NJ: John Wiley & Sons. doi:10.1002/9781119085621.wbefs313

Rubens, R. L. (1996). The unique origins of Fairbairn’s theories. Psychoanalytic Dialogues: The International Journal of Relational Perspectives, 6(3), 413–435. doi:10.1080/10481889609539128

Scaer, R. C. (2005). The trauma spectrum: Hidden wounds and human resiliency. New York, NY: W.W. Norton.

Scherr, T. G. (2007). Educational experiences of children in foster care: Meta-analyses of special education, retention and discipline rates. School Psychology International, 28(4), 419–436.

Schore, A. N. (2003). Affect dysregulation and disorders of the self. New York, NY: W.W. Norton.

Schore, A. N. (2017). The right brain implicit self: A central mechanism of the psychotherapy change process. In G. Craparo & C. Mucci (Eds.), Unrepressed, unconscious, implicit memory, and clinical work. New York, NY: Routledge.

Severance, C., Tierney, J., & Johnson, D. (2019, April 30). Classrooms in crisis: Verbal, physical, sometimes violent outbursts plaguing Oregon classrooms. KGW8.

Shapiro, F. (2018). Eye movement desensitization and reprocessing (EMDR) therapy (3rd ed.). New York, NY: Guilford Press.

Shin, S. H. (2003). Building evidence to promote educational competence of youth in foster care. Child Welfare, 82(5), 615–632.

Siegel, D. J. (2007). The mindful brain. New York, NY: W.W. Norton.

Siegel, D. J. (2012). The developing mind: How relationship and the brain interact to shape who we are (2nd ed.). New York, NY: Guilford Press.

Siegel, D. J. (2015). Brainstorm: The power and purpose of the teenage brain. New York, NY: Jeremy P. Tarcher/Penguin.

Siegel, D. J., & Bryson, T. P. (2012). The whole-brain child: 12 revolutionary strategies to nurture your child’s developing mind. New York, NY: Bantam Books.

Smith, D., Fisher, D., & Frey, N. (2015). Better than carrots or sticks: Restorative practices for positive classroom management. Alexandria, VA: ASCD.

Smith, L. D., & Woodward, W. R. (1996). B. F. Skinner and behaviorism in American culture. Bethlehem, PA: Lehigh University Press.

Sommers, C. H., & Satel, S. L. (2006). One nation under therapy. New York, NY: St. Martin’s Griffin.

Souers, K., & Hall, P. (2016). Fostering resilient learners: Strategies for creating a trauma-sensitive classroom. Alexandria, VA: Association of Supervision and Curriculum Development.

Sprenkle, D. H., Davis, S. D., & Lebow, J. L. (2009). Common factors in couple and family therapy. New York, NY: Guilford Press.

Stevens, J. E. (2012). Lincoln H.S. in Walla Walla, WA tries new approach to school discipline—Suspensions drop 85%. ACES Too High News.

Substance Abuse and Mental Health Services Administration. (2014). Trauma-informed care in behavioral health services. Treatment Improvement Protocol (TIP) Series 57. HHS Publication No. (SMA) pp. 13-4801. Rockville, MD: Author.

Substance Abuse and Mental Health Services Administration. (2017). Adverse childhood events. Washington, DC: Author.

Terada, Y. (2019). The key to successful classroom management. Edutopia.

Todd, T. C., & Storm, C. (2014). The complete systemic supervisor (2nd ed.). Chichester, West Sussex: John Wiley & Sons.

Tough, P. (2009). Whatever it takes. Boston, MA: Mariner Books.

Tripp, R. T. (1970). The international thesaurus of quotations: A companion to Roget’s international thesaurus. New York, NY: Ty Crowell.

Van Der Hart, O., Brown, P., & van der Kolk, B. A. (1989). Pierre Janet’s treatment of post-traumatic stress. Journal of Traumatic Stress, 2(4), 1-11.

van der Kolk, B. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. New York, NY: Penguin.

Vermetten, E., & Bremner, J. D. (2002). Circuits and systems in stress: Preclinical studies. Depression and Anxiety, 15(3), 126–147.

Wallerstein, J. S., & Blakeslee, S. (2018). Second chances: Men, women, and children, a decade after divorce. Author.

Walters, G. (Producer), & Stanton, A. (Director). (2003). Finding Nemo [Motion picture]. Los Angeles, CA: Buena Vista Home Entertainment.

Wikipedia Contributors. (2018). Focus on: Developmental psychology.

Winnicott, D. W. (1990). Home is where we start from: Essays by a psychoanalyst. New York, NY: W. W. Norton.

Woodley, R. (2019). The fullness thereof: How Indigenous worldviews offer hope to a besieged planet. Sojourners.

World Health Organization. (2018). Adverse childhood experiences international questionnaire (ACE-IQ).

World Health Organization. (2019). Burn-out an “occupational phenomenon”: International Classification of Diseases.

License

Icon for the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

Trauma-Informed School Practices by Anna A. Berardi and Brenda M. Morton is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

Share This Book