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Belonging : = a relationship-based approach for trauma-informed education /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Belonging :/ Sian Phillips, Deni Melim, Daniel Hughes.
Reminder of title:	a relationship-based approach for trauma-informed education /
remainder title:	Relationship-based approach for trauma-informed education
Author:	Phillips, Sian,
other author:	Melim, Deni,
Description:	1 online resource (350 p.)
Subject:	Affective education. -
Online resource:	https://portal.igpublish.com/iglibrary/search/ROWMANB0022872.html
ISBN:	9781538135983

Belonging : = a relationship-based approach for trauma-informed education /
Phillips, Sian,1964-

Belonging :a relationship-based approach for trauma-informed education /Relationship-based approach for trauma-informed educationSian Phillips, Deni Melim, Daniel Hughes. - 1 online resource (350 p.)

Includes bibliographical references and index.

Access restricted to authorized users and institutions.

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 For children who have experienced abuse and neglect their behavior is often highly reactive, aggressive, withdrawn or unmotivated.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.

Mode of access: World Wide Web.

ISBN: 9781538135983Subjects--Topical Terms:

558147
Affective education.
Index Terms--Genre/Form:

554714
Electronic books.

LC Class. No.: LB1072

Dewey Class. No.: 370.15/34

Belonging : = a relationship-based approach for trauma-informed education /
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520 3 $a 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.
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