The A-Z of Trauma-Informed Teaching : Strategies and Solutions to Help with Behaviour and Support for Children Aged 3-11.

Format:

Book

Author/Creator:

Naish, Sarah.

Contributor:

Oakley, Anne.

O'Brien, Hannah.

Penna, Sair.

Thrower, Daniel.

Language:

English

Subjects (All):

Problem children--Education--Encyclopedias.

Problem children.

Psychic trauma in children--Encyclopedias.

Psychic trauma in children.

Behavior disorders in children.

Physical Description:

1 online resource (352 pages)

Edition:

1st ed.

Place of Publication:

London : Jessica Kingsley Publishers, 2023.

Summary:

"30 children, their families, diverse needs... so little time! This dip-in A-Z guide gives you a wide-range of strategies for a variety of behaviours. Guidance on strategies to avoid and resolving compassion fatigue enables you to give all children in your classroom the support they need with renewed optimism and strength"-- Provided by publisher.

Contents:

Intro

The A-Z of Trauma-Informed Teaching

Cover

Of related interest

Title Page

Copyright

Contents

Introduction

Part 1 : The Basics

1. Common Behaviours and Underlying Factors

2. A Word about Developmental Trauma and Related Disorders

3. The Essential Foundations of Trauma-Informed Teaching

4. Responses and Strategies to Avoid

5. Useful Approaches and Responses for Trauma-Informed Teaching

6. Compassion Fatigue

Part 2: A-Z of Behaviours and Challenges with Solutions

A

Absconding

Affection ('professional love', touch, policies)

After-school restraint collapse : See Chapter 2

Aggression

Anger : See Aggression, Arguing, Rudeness, Sleep Issues, and Chapter 1

Anxiety

Arguing (child vs teacher/support worker)

Attention and listening

Attention/attachment seeking/connection needing (approval seeking, connection seeking)

Avoidant behaviours : See Choosing Difficulties, Controlling Behaviours, Defiance, Rejection, and Ch

B

Baby voice : See Immaturity

Banging

Bedtime issues

Behaviour management policy: See Chapter 3, 'Discipline is learning too'

Bereavement: See Grief

Birthdays/Christmas and other celebrations

Biting

Blocked care: See Chapter 6

Blocking: See Controlling Behaviours

Boasting

Bossiness: See Competitiveness, Controlling Behaviours, Sibling Rivalry

Bottles (late use of): See Immaturity

Breaking things: See Damaging, Sabotaging

Brushing teeth

C

Cause and effect: See Chapter 1, 'Lack of cause-and-effect thinking'

Changes in behaviour: See Transitions

Charming

Chewing

Choosing difficulties

Christmas: See Birthdays/Christmas and Other Celebrations, Rejection, Sabotaging, Transitions, Un

Clinging: See Separation Anxiety

Clothing (uniforms, refusal, removal in class).

Cognitive learning difficulties: See Executive Functions, Learning Behaviours, Self-Regulation

Compartmentalizing: See Manipulation

Compassion fatigue: See Chapter 6

Competitiveness

Constant chatter/questions: See Nonsense Chatter/Nonsense Questions

Contact time with family: See Co-Parenting, Sibling Rivalry

Controlling behaviours

Co-parenting

Co-regulation: See Emotional Regulation, and Chapter 3, 'Trusted Adult'

Cruelty to animals

Curriculum: See Chapter 3, 'Bespoke curriculums'

D

Damaging

Defiance

Destruction: See Damaging

Disorganization: See Clothing, Memory Issues and Disorganization

Disrespecting: See Damaging, Rejection, Rudeness, Ungratefulness

Disruption (calling out, interrupting, sabotaging group,: connection seeking, notice me)

Dissociating: See Zoning Out

E

Emotional age

Emotional regulation

Empathy (lack of): See Chapter 1, 'Lack of empathy'

Engagement : See Chapter 3, 'Bespoke curriculums'

Escaping demands

Exaggerating: See Boasting

Executive functions: See Flexible Thinking, Impulsiveness, Learning Behaviours, Memory Issues and

F

False allegations

Father's Day: See Birthdays/Christmas and Other Celebrations, Sabotaging

Fearfulness/fear: See Chapter 1

Fire drills

Flexible thinking (lack of)

Food issues

Friendships

G

Goading: See Joking/Teasing

Grief (sadness and loss)

H

Headbanging

Hiding: See Transitions

Hitting/kicking others : See Aggression

Hitting self: See Damaging, Sabotaging, Self-Harm

Holidays

Homework

Honeymoon period

Hunger: See Food Issues, Mealtime Issues, and Chapter 1

Hyperactivity: See Sensory Issues, Self-Regulation

Hypervigilance: See Chapter 1

Hypochondria

I

Identity See: Self-Awareness.

Ignoring: See Controlling Behaviours, Defiance, Lateness

Imagination (real/pretend, love of malevolence): See Engagement, Play Skills

Immaturity

Impulsiveness

Inclusion

Interoception: See Chapter 1

Isolation

J

Jealousy towards adults

Joking/teasing

K

Keeping in mind

Key adult/person/team/trusted adult

Kicking: See Aggression

L

Lateness

Learning behaviours : See Self-Regulation

Licking

Life story : See Chapter 3, 'Bespoke Curriculums'

Lining up: See Learning Behaviours, Sensory Issues, Transitions

Literalness: See Joking/Teasing, and Chapter 1

Lived experience: See Therapy

Losing things: See Memory Issues and Disorganization

Lying

M

Making decisions: See Choosing Difficulties

Manic laughter

Manipulation

Masking feelings: See Emotional Regulation, and Chapter 2, 'Fawn response' and 'After-school restra

Mealtime issues

Memory issues and disorganization

Moaning: See Whining and Whinging

Mother's or Father's Day: See Birthdays/Christmas and Other Celebrations, Sabotaging

Mouthing: See Chewing, Sensory Issues

N

Natural consequences

Night terrors/nightmares: See Sleep Issues

Nonsense chatter/nonsense questions

Non-compliance

Not listening

O

Obsessions

Offensive dialogue and interests

Over-independence: See Rejection

Overreacting: See Hypochondria, Sensory Issues

P

Parents - a partnership: See Chapter 2, 'After-school restraint collapse' and Chapter 3, 'Teamwork'

Physical regulation (the need for)

Play skills

Playfulness

Praise: See Rewards

Progress, peaks and troughs: See Introduction, 'What is trauma-informed teaching?'

Predictable routine

Q

Questioning: See Nonsense Chatter/Nonsense Questions

R

Refusing to follow instructions: See Defiance, Non-Compliance.

Refusing to say sorry: See Chapter 4

Regression

Rejection

Relationships: See Key Adult/Person/Team/Trusted Adult, Manipulation, Time-In/Time-Out, and Cha

Remorse

Repair and restoration

Rewards

Rigidity: See Defiance, Executive Functions, Flexible Thinking

Rudeness

Running off

S

Sabotaging

Sadness: See Chapter 1

Safe place: See Chapter 3, 'Psychological safety'

Saying sorry: See Remorse, and Chapter 4

School refusal anxiety

Screaming: See Shouting and Screaming

Self-awareness

Self-care: See Chapter 6

Self-esteem (low or poor self-esteem)

Self-harm

Self-regulation (learning behaviours)

Sensory issues

Separation anxiety

Sexualized behaviour

Shame: See Chapter 1

Sharing: See Competitiveness, Controlling Behaviours

Shouting and screaming

Sibling rivalry

Siblings (sibling trauma bonds)

Sleep issues

Social skills (difficulties with)

Spitting

Splitting: See Manipulation

Stealing (borrowing without asking) and hoarding

Stress response: See Emotional Regulation, and Chapter 1, 'Fear'

Sugar addiction: See Food Issues, Hunger, Overeating

Swearing

T

Taking things literally: See Joking/Teasing, and Chapter 1

Taking turns: See Competitiveness, Social Skills

Therapy

Throwing

Time-in/time-out

Toileting issues

Tooth brushing

Touch: See Chapter 3, 'Understanding emotions

Toxic shame

Transitions

Triggers: See Transitions, and Chapter 3

U

Unable to be alone: See Anxiety, Nonsense Chatter/Nonsense Questions, Separation Anxiety

Unable to make choices/decisions: See Choosing Difficulties

Ungratefulness

Uniform (dirty clothing, non-uniform, worry holes)

V

Violence: See Aggression

W

Waiting (concept of time)

Whining and whinging

Writing (pen/paper, shame)

Y.

Yelling See Shouting and Screaming

Z

Zoning out (trauma-related absences/dissociative seizures, non-epileptic seizures)

Zzz: See Sleep Issues

About the Authors

Acknowledgements

Recommended Reading

References

Index.

Notes:

Description based on publisher supplied metadata and other sources.

Other Format:

Print version: Naish, Sarah The a-Z of Trauma-Informed Teaching

ISBN:

1-83997-208-4