Coverart for item
The Resource Trauma-informed schools : integrating child maltreatment prevention, detection, and intervention, Carlomagno C. Panlilio, editor

Trauma-informed schools : integrating child maltreatment prevention, detection, and intervention, Carlomagno C. Panlilio, editor

Label
Trauma-informed schools : integrating child maltreatment prevention, detection, and intervention
Title
Trauma-informed schools
Title remainder
integrating child maltreatment prevention, detection, and intervention
Statement of responsibility
Carlomagno C. Panlilio, editor
Contributor
Editor
Subject
Language
eng
Member of
Cataloging source
GW5XE
Dewey number
364.15/554
Illustrations
illustrations
Index
index present
LC call number
HV8079.C46
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
http://library.link/vocab/relatedWorkOrContributorName
Panlilio, Carlomagno C.
Series statement
Child maltreatment solutions network,
http://library.link/vocab/subjectName
  • Child abuse
  • Child abuse
  • Abused children
Label
Trauma-informed schools : integrating child maltreatment prevention, detection, and intervention, Carlomagno C. Panlilio, editor
Instantiates
Publication
Antecedent source
unknown
Bibliography note
Includes bibliographical references and index
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • Intro; Acknowledgments; Introduction to Trauma-Informed Schools; References; Contents; Chapter 1: Safe Touches: Creating a School Community to Prevent Child Sexual Abuse; 1.1 Overview of The New York Society for the Prevention of Cruelty to Children; 1.1.1 The Need for Child Sexual Abuse Prevention Programs; 1.1.2 Responding to NYC Schools; 1.2 The Safe Touches Workshop; 1.2.1 Key Learning Concepts; 1.3 National Institutes of Health Research Study on Safe Touches; 1.3.1 Study Significance and Aims; 1.3.2 Primary Outcome Measure: The Children's Knowledge of Abuse Questionnaire; 1.3.3 Results
  • 1.4 The NYSPCC: Building Safe School Communities1.4.1 The NYSPCC Partnership with Horace Mann; 1.4.2 Curriculum for Students from Kindergarten to the Third Grade; 1.4.3 Curriculum for Children in the Fourth and Fifth Grade; 1.4.4 Curriculum for Children in the Middle Division, Grades 6-8; 1.4.5 Curriculum for Youth in the Upper Division, Grades 9-12; 1.5 Safe Touches Collaboration with the Country of Greece; References; Chapter 2: The Fourth R: Teaching Healthy Relationship Skills to Reduce Youth Risk Behaviors; 2.1 Introduction; 2.1.1 The Relationship Connection; 2.2 What Is the Fourth R?
  • 2.2.1 Guiding Principles of the Fourth R2.2.1.1 Universal Focus; 2.2.1.2 Positive Youth Development; 2.2.1.3 Skills-Based Approach; 2.2.1.4 Relationships Are the Core Foundation; 2.2.2 What Do Fourth R Programs Look Like?; 2.2.3 Achieving SEL Outcomes with Students; 2.3 Overview of Fourth R Evidence; 2.3.1 Grade 9 Program Reduces Dating Violence, Increases Condom Use; 2.3.2 A Buffering Impact Against Violent Delinquency Among Maltreated Youth; 2.3.3 Better Peer Resistance and Communication Skills; 2.3.4 Significant Cost Savings; 2.3.5 Additional Information; 2.4 Implementation Overview
  • 2.4.1 Importance of Implementation Quality2.4.1.1 Good implementation of the Fourth R includes; 2.5 Final Thoughts; Appendix A; References; Chapter 3: The Influence of Trauma Exposure on Children's Outcomes; 3.1 Introduction; 3.2 Definitional and Conceptual Framework; 3.3 Sequelae of Trauma Exposure; 3.3.1 Neurobiological Sequelae; 3.3.2 Physical Health and Motor Sequelae; 3.3.3 Cognitive-Academic Sequelae; 3.3.4 Language Sequelae; 3.3.5 Social-Emotional Sequelae; 3.3.6 Mental Health Sequelae; 3.4 Summary and Implications for Schools; References
  • Chapter 4: Trauma, Self-Regulation, and Learning4.1 Introduction; 4.2 Conceptualizing Self-Regulation; 4.2.1 Basic Processes; 4.2.2 Self-Regulation in a Maltreating Context; 4.2.2.1 The Role of the Family: Emotional Security; 4.2.2.2 Maltreatment as a Disruptive Process; 4.2.3 Self-Regulation in the School Context; 4.2.4 Self-Regulated Learning; 4.2.5 Maltreatment, Self-Regulation, and Self-Regulated Learning; 4.2.6 Conclusion and Future Directions; References; Chapter 5: Maltreatment as a Wicked Problem: Implications for Educational Settings; 5.1 Introduction
Dimensions
unknown
Extent
1 online resource (xxi, 127 pages)
File format
unknown
Form of item
online
Isbn
9783030128111
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other control number
10.1007/978-3-030-12811-1
Other physical details
illustrations (some color).
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
Label
Trauma-informed schools : integrating child maltreatment prevention, detection, and intervention, Carlomagno C. Panlilio, editor
Publication
Antecedent source
unknown
Bibliography note
Includes bibliographical references and index
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • Intro; Acknowledgments; Introduction to Trauma-Informed Schools; References; Contents; Chapter 1: Safe Touches: Creating a School Community to Prevent Child Sexual Abuse; 1.1 Overview of The New York Society for the Prevention of Cruelty to Children; 1.1.1 The Need for Child Sexual Abuse Prevention Programs; 1.1.2 Responding to NYC Schools; 1.2 The Safe Touches Workshop; 1.2.1 Key Learning Concepts; 1.3 National Institutes of Health Research Study on Safe Touches; 1.3.1 Study Significance and Aims; 1.3.2 Primary Outcome Measure: The Children's Knowledge of Abuse Questionnaire; 1.3.3 Results
  • 1.4 The NYSPCC: Building Safe School Communities1.4.1 The NYSPCC Partnership with Horace Mann; 1.4.2 Curriculum for Students from Kindergarten to the Third Grade; 1.4.3 Curriculum for Children in the Fourth and Fifth Grade; 1.4.4 Curriculum for Children in the Middle Division, Grades 6-8; 1.4.5 Curriculum for Youth in the Upper Division, Grades 9-12; 1.5 Safe Touches Collaboration with the Country of Greece; References; Chapter 2: The Fourth R: Teaching Healthy Relationship Skills to Reduce Youth Risk Behaviors; 2.1 Introduction; 2.1.1 The Relationship Connection; 2.2 What Is the Fourth R?
  • 2.2.1 Guiding Principles of the Fourth R2.2.1.1 Universal Focus; 2.2.1.2 Positive Youth Development; 2.2.1.3 Skills-Based Approach; 2.2.1.4 Relationships Are the Core Foundation; 2.2.2 What Do Fourth R Programs Look Like?; 2.2.3 Achieving SEL Outcomes with Students; 2.3 Overview of Fourth R Evidence; 2.3.1 Grade 9 Program Reduces Dating Violence, Increases Condom Use; 2.3.2 A Buffering Impact Against Violent Delinquency Among Maltreated Youth; 2.3.3 Better Peer Resistance and Communication Skills; 2.3.4 Significant Cost Savings; 2.3.5 Additional Information; 2.4 Implementation Overview
  • 2.4.1 Importance of Implementation Quality2.4.1.1 Good implementation of the Fourth R includes; 2.5 Final Thoughts; Appendix A; References; Chapter 3: The Influence of Trauma Exposure on Children's Outcomes; 3.1 Introduction; 3.2 Definitional and Conceptual Framework; 3.3 Sequelae of Trauma Exposure; 3.3.1 Neurobiological Sequelae; 3.3.2 Physical Health and Motor Sequelae; 3.3.3 Cognitive-Academic Sequelae; 3.3.4 Language Sequelae; 3.3.5 Social-Emotional Sequelae; 3.3.6 Mental Health Sequelae; 3.4 Summary and Implications for Schools; References
  • Chapter 4: Trauma, Self-Regulation, and Learning4.1 Introduction; 4.2 Conceptualizing Self-Regulation; 4.2.1 Basic Processes; 4.2.2 Self-Regulation in a Maltreating Context; 4.2.2.1 The Role of the Family: Emotional Security; 4.2.2.2 Maltreatment as a Disruptive Process; 4.2.3 Self-Regulation in the School Context; 4.2.4 Self-Regulated Learning; 4.2.5 Maltreatment, Self-Regulation, and Self-Regulated Learning; 4.2.6 Conclusion and Future Directions; References; Chapter 5: Maltreatment as a Wicked Problem: Implications for Educational Settings; 5.1 Introduction
Dimensions
unknown
Extent
1 online resource (xxi, 127 pages)
File format
unknown
Form of item
online
Isbn
9783030128111
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other control number
10.1007/978-3-030-12811-1
Other physical details
illustrations (some color).
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote

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