How the Traumatic Experiences of Students Manifest in School Settings

2020 ◽  
pp. 27-44
Author(s):  
Ron Hertel ◽  
Mona M. Johnson
Keyword(s):  
Brain Development ◽  
Cognitive Skills ◽  
Emotional Functioning ◽  
Point Of View ◽  
Traumatic Experiences ◽  
Evidence Based ◽  
Social Emotional ◽  
School Settings ◽  
Social Emotional Functioning ◽  
The Impact

Throughout their lifetimes, people can face challenges from toxic stress and trauma that influence their lives at any place, at any time. To be most effective, educators must understand the impact of trauma on neurobiology and brain development, academic and cognitive skills, behavior, and social-emotional functioning. They must learn to adapt the learning environment and strategies for instruction accordingly with these elements in mind. This chapter presents evidence-based and researched strategies that educators can employ to address the impact of trauma. From an educator’s point of view, the most helpful approach is twofold: firstly, an educator must be self-aware of his or her ability to manage his or her own challenges before, secondly, beginning to address challenges in the lives of students and their families.

How the Traumatic Experiences of Students Manifest in School Settings

2012 ◽  
pp. 23-36
Author(s):  
Ron Hertel ◽  
Mona M. Johnson
Keyword(s):  
Classroom Management ◽  
Traumatic Experiences ◽  
Classroom Behaviors ◽  
Social Emotional ◽  
School Settings ◽  
The Social ◽  
Strength Based ◽  
Professional Self ◽  
Core Practice ◽  
The Impact

The impact of trauma resonates in schools and can impair learning as well as cause challenging classroom behaviors. This chapter defines trauma as a response to adverse life experiences that can negatively affect physical, emotional, academic, and intellectual functioning. Specifically, it describes the impact of trauma on neurobiology and brain development, as well as academic, cognitive, behavioral, and social/emotional functioning. It also outlines practical, applicable strategies for addressing classroom management as well as six specific principles for educators who seek to support the social/emotional and academic development of students impacted by trauma. Professional self-care is also outlined as a vital core practice necessary to assist teachers in consistently approaching students from a strength-based perspective.

scholarly journals Effects of maltreatment and parental schizophrenia spectrum disorders on early childhood social-emotional functioning: a population record linkage study

2016 ◽  
Vol 26 (6) ◽  
pp. 612-623 ◽  
Author(s):  
S. L. Matheson ◽  
M. Kariuki ◽  
M. J. Green ◽  
K. Dean ◽  
F. Harris ◽  
...  
Keyword(s):  
Early Childhood ◽  
Childhood Maltreatment ◽  
Emotional Functioning ◽  
Demographic Variables ◽  
Social Emotional ◽  
Schizophrenia Spectrum ◽  
Emotional Dysfunction ◽  
History Of ◽  
Social Emotional Functioning ◽  
The Impact

Aims.Childhood maltreatment and a family history of a schizophrenia spectrum disorder (SSD) are each associated with social-emotional dysfunction in childhood. Both are also strong risk factors for adult SSDs, and social-emotional dysfunction in childhood may be an antecedent of these disorders. We used data from a large Australian population cohort to determine the independent and moderating effects of maltreatment and parental SSDs on early childhood social-emotional functioning.Methods.The New South Wales Child Development Study combines intergenerational multi-agency data using record linkage methods. Multiple measures of social-emotional functioning (social competency, prosocial/helping behaviour, anxious/fearful behaviour; aggressive behaviour, and hyperactivity/inattention) on 69 116 kindergarten children (age ~5 years) were linked with government records of child maltreatment and parental presentations to health services for SSD. Multivariable analyses investigated the association between maltreatment and social-emotional functioning, adjusting for demographic variables and parental SSD history, in the population sample and in sub-cohorts exposed and not exposed to parental SSD history. We also examined the association of parental SSD history and social-emotional functioning, adjusting for demographic variables and maltreatment.Results.Medium-sized associations were identified between maltreatment and poor social competency, aggressive behaviour and hyperactivity/inattention; small associations were revealed between maltreatment and poor prosocial/helping and anxious/fearful behaviours. These associations did not differ greatly when adjusted for parental SSD, and were greater in magnitude among children with no history of parental SSD. Small associations between parental SSD and poor social-emotional functioning remained after adjusting for demographic variables and maltreatment.Conclusions.Childhood maltreatment and history of parental SSD are associated independently with poor early childhood social-emotional functioning, with the impact of exposure to maltreatment on social-emotional functioning in early childhood of greater magnitude than that observed for parental SSDs. The impact of maltreatment was reduced in the context of parental SSDs. The influence of parental SSDs on later outcomes of maltreated children may become more apparent during adolescence and young adulthood when overt symptoms of SSD are likely to emerge. Early intervention to strengthen childhood social-emotional functioning might mitigate the impact of maltreatment, and potentially also avert future psychopathology.

Examining transactional relations between behavioral self-regulation and social-emotional functioning during the transition to kindergarten.

2021 ◽  
Vol 57 (12) ◽  
pp. 2093-2105
Author(s):  
Sara A. Schmitt ◽  
Jennifer K. Finders ◽  
Robert J. Duncan ◽  
Irem Korucu ◽  
Lindsey M. Bryant ◽  
...  
Keyword(s):  
Emotional Functioning ◽  
Self Regulation ◽  
Social Emotional ◽  
Transition To Kindergarten ◽  
Social Emotional Functioning

Assessment Strategies I

2010 ◽  
pp. 29-41
Author(s):  
Rosemary Flanagan ◽  
Jeff A. Miller
Keyword(s):  
Academic Achievement ◽  
School Psychologists ◽  
Adaptive Functioning ◽  
Emotional Functioning ◽  
Behavioral Observation ◽  
Psychoeducational Assessment ◽  
Case Conceptualization ◽  
Social Emotional ◽  
Social Emotional Functioning ◽  
Assessment Strategies

Chapter 3 outlines the typical approach to psychoeducational assessment used by school psychologists and discusses the implications of this approach to case conceptualization. It then covers current measures commonly used in psychoeducational assessment across the domains of cognitive, academic achievement, and social-emotional functioning, including projective or performance-based measures, as well as tests and test batteries, behavioral observation, interviews, performance-based measures, adaptive functioning, and neuropsychological assessment. It concludes with a discussion of current controversies about the strengths and weaknesses of psychoeducational assessment.

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