1st Edition
Understanding and Implementing Trauma-Informed Practice in Schools An Evidence-Based Guide
List of Contributors
Foreword
1. Introduction and Background
Karen E. Martin, Emily Berger and Shantel D. Crosby
2. Anatomy of Trauma
Karen E. Martin, Amanda Kasten-Lee, Kate Fitzgerald, Angela Gazey, and Emily Berger
3. Understanding Behavior Through a Trauma-Informed Lens: A Framework for Educators
Govind Krishnamoorthy, Jessica Koslouski, Vicki C. Dallinger, Emma Gawthorne and Sandra Chafouleas
4. Healing Connections: Addressing Interpersonal Trauma Through Belonging and Trauma-Informed Practice
Michelle Wilson-Ching, Kelly-Ann Allen, and Michelle Munyun
5. Teachers, Burnout and Wellbeing
Emily Berger, India Bryce and Liska Schramm
6. Designing School-Built Environments for Trauma-Informed Education
Sophie Lea and Emily Berger
7. Systemic Harms Call for Systemic Healing: Trauma-informed Systems of Care for Black Students
Allisyn L. Swift and Theodore McGlynn-Wright
8. Parents, Caregivers and School Trauma-Informed Practice
Angela Gazey, Karen E. Martin and Andrea Reupert
9. Trauma-informed Partnerships with Aboriginal and Torres Strait Islander Peoples
Emily Hall, Sharon Louth, Murray Phillips, John Cairney and Kai Wheeler
10. Effects of Music, Music Interventions and Trauma
Alysha Kramer, Katrina Skewes Ferran and Louise Jenkins
11. Multi-disciplinary Partnering in School-Based Trauma-Informed Active Play
Ellie Lawson, Jaime Barratt, Emily Hall, John Cairney and Kai Wheeler
12. An Ecological Approach to Measurement: Trauma-Informed Schools
Andrew Orapallo, Govind Krishnamoorthy, Cassandra Lobley and Courtney N. Baker
13. Conclusion and Future Directions
Emily Berger, Shantel D. Crosby and Karen E. Martin
Index
Biography
Emily Berger (she/her), PhD, MAPS, FCEDP, is an Associate Professor and Registered Psychologist with the School of Educational Psychology and Counselling, Monash University, Australia. She is also an adjunct Associate Professor with the School of Rural Health and Monash Gender and Family Violence Prevention Centre, Monash University. Associate Professor Berger is a nationally and internationally recognized trauma-informed researcher. Her research focuses on transforming organizations and schools to incorporate trauma-informed practice.
Shantel D. Crosby (she/her), PhD, LCSW, is an Associate Professor in the School of Social Work and Family Science at the University of Louisville, USA. She is also a clinical therapist, with experience working with youth and adults from marginalized backgrounds. Her research focuses on trauma and racial trauma among racial/ethnic minority youth, and equity-centred, trauma-informed practice in schools and organizations.
Karen E. Martin (she/her), PhD, is an Adjunct Professor in the School of Health and Clinical Sciences at The University of Western Australia and the School of Education at the University of Tasmania, Australia. With health research experience spanning three decades, Professor Martin is driven by her passion to help create socially just and compassionate environments for children and young people. Supported by a dedicated team of colleagues and university students, Professor Martin led the creation and publishing of the International Trauma-Informed Practice Principles for Schools (ITIPPS) and the Thoughtful Schools Program.
