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The Neuropsychology of Stress and Trauma: How to Develop a Trauma Informed School

Steven G. Feifer, DEd

Purpose:
Explores stress, trauma, and emotional dysfunction in children and its impact on learning
Format:
Book
Qualification level:
B
B
A degree from an accredited 4-year college or university in psychology, counseling, speech-language pathology, or a closely related field plus satisfactory completion of coursework in test interpretation, psychometrics and measurement theory, educational statistics, or a closely related area; or license or certification from an agency that requires appropriate training and experience in the ethical and competent use of psychological tests. Close

This book delves into the neural underpinnings of stress, trauma, and emotional dysfunction in children and its relative impact upon learning. Environmental deprivation, poverty, childhood abuse, witnessing violence, and parental neglect can impact both cognitive and social-emotional development in children. Schools can enhance emotional wellness through early prevention efforts, appropriate assessment and screening techniques, and an improved school climate to foster emotional growth for all children. Some of the key topic areas include:

  • The prevalence of trauma and stress for school-aged children, as well as the various sources from which trauma can occur.
  • Specific brain regions impacted when students experience trauma, and the subsequent effect on academic and social skills development.
  • Five essential steps toward the development of a “trauma informed” school.
  • How to develop and cultivate resiliency in children.
  • Targeted assessment strategies and specific classroom accommodations for students exposed to stress and trauma.

Our Understanding Trauma and COVID-19: What School Professionals Can Do to Help presentation provides information about the effects of quarantine, describes what to expect when students return to school, and offers ways to help. Click the Resources tab above or here to view or download. 

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