Ayre, Kay and Krishnamoorthy, Govind (2020) Trauma informed behaviour support: a practical guide to developing resilient learners. USQ Pressbooks, Toowoomba, Australia.
Abstract
Trauma Informed Behaviour Support provides teachers and education leaders with a differentiated and inclusive behaviour management approach where children and staff thrive. Drawing on contemproary research on developmental trauma and neuroscience, the book offers educators a practical guide to supporting the development of academic and social-emotional skills in the school context.
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| Item Type: | Book (Commonwealth Reporting Category A) |
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| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Trauma Informed Behaviour Support: A Practical Guide to Developing Resilient Learners by University of Southern Queensland is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License, except where otherwise noted. Trauma Informed Behaviour Support by Kay Ayre and Govind Krishnamoorthy is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License, except where otherwise noted. All images contained within this book retain their copyright or original Creative Commons Licences and can only be re-used under their respective licences. Disclaimer Note that corporate logos (such as the USQ Phoenix, and any other company represented) and branding are specifically excluded from the Creative Commons Attribution-ShareAlike 4.0 International Licence of this work, and may not be reproduced under any circumstances without the express written permission of the copyright holders. The following content is specifically excluded from the Creative Commons Attribution-ShareAlike 4.0 International licence of this work, and may not be reproduced under any circumstances without the express written permission of the copyright holders. Content from the Australian Childhood Foundation Content from Beacon House Content from Sandra Bloom Content from Substance Abuse and Mental Health Services Administration (SAMHSA) Loman, S., & Borgmeier, C. (2010). Practical functional behavioural assessment training manual for school-based personnel (p. 57) Retrieved from http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1001&context=sped_fac National Scientific Council on the Developing Child. (2014). Excessive stress disrupts the architecture of the developing brain (Working Paper 3). Retrieved from http://developingchild.harvard.edu/resources/reports_and_working_papers/working_papers/w p3/. The National Child Traumatic Stress Network. (2014). Trauma types. Retrieved from https://www.nctsn.org/. Sorrels, B. (2015). Reaching and teaching children exposed to trauma. Lewisville, NC: Gryphon House, Inc. Collaborative for Academic, Social, and Emotional Learning. (2020). What is SEL? Retrieved from https://casel.org/what-is-sel/. |
| Faculty/School / Institute/Centre: | Current - Faculty of Health, Engineering and Sciences - School of Psychology and Counselling (1 Jan 2015 -) |
| Faculty/School / Institute/Centre: | Current - Institute for Resilient Regions - Centre for Health Research (1 Apr 2020 -) |
| Date Deposited: | 27 Nov 2020 00:42 |
| Last Modified: | 12 Feb 2021 04:19 |
| Uncontrolled Keywords: | childhood trauma, inclusive education, behaviour support, trauma informed practice |
| Fields of Research (2008): | 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology |
| Fields of Research (2020): | 52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology |
| Socio-Economic Objectives (2008): | C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy C Society > 93 Education and Training > 9301 Learner and Learning > 930104 Moral and Social Development (incl. Affect) |
| Socio-Economic Objectives (2020): | 16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160201 Equity and access to education 16 EDUCATION AND TRAINING > 1601 Learner and learning > 160101 Early childhood education 16 EDUCATION AND TRAINING > 1601 Learner and learning > 160103 Primary education |
| URI: | http://eprints.usq.edu.au/id/eprint/40168 |
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