Alleviating the educational impact of adverse childhood experiences :: school-university-community collaboration /
"Adverse childhood experiences (ACEs) may include major disruptive events (e.g., earthquakes, hurricanes, or floods), but more pervasive is the impact of the daily stress of coping with one of more of the facets of family challenges (e.g., economic hardship and its attendant issues) or even dys...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Charlotte, NC :
Information Age Publishing, Inc.,
[2020]
|
| Schriftenreihe: | Current perspectives on school/university/community research.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "Adverse childhood experiences (ACEs) may include major disruptive events (e.g., earthquakes, hurricanes, or floods), but more pervasive is the impact of the daily stress of coping with one of more of the facets of family challenges (e.g., economic hardship and its attendant issues) or even dysfunction (e.g., parent or guardian divorce or separation, or living with neglectful or abusive parents). The use of the term pervasive is warranted. For example, as highlighted in the Introduction, a 2019 study of the findings emerging from the 2016 National Survey of Children's Health found that, among the more than 45,000 children on whom parents reported data, more than one-fifth experienced economic hardship and parent/guardian divorce. The consequences for educators of children exposed to ACEs are far-reaching and have galvanized the attention of a broad swath of educational researchers and practitioners. As discussed in a 2019 insightful five-part series in Education Week (https://www.edweek.org/ew/collections/trauma-sensitive-schools/index.html), the consequences include the imperative for teachers and educational leaders to adopt an informed approach to alleviating the educational impact of ACEs on their students while making provision for their own well-being. In this volume, various authors explore the educational context of ACEs and describe and reflect on their research-inspired endeavors to integrate the resources of schools, universities, and communities to sustain a safe and supportive educational environment for and build the resilience of all students"-- |
| Beschreibung: | 1 online resource (xvii, 346 pages) : illustrations |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9781648021145 164802114X |
Internformat
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| 245 | 0 | 0 | |a Alleviating the educational impact of adverse childhood experiences : |b school-university-community collaboration / |c edited by R. Martin Reardon, Jack Leonard. |
| 264 | 1 | |a Charlotte, NC : |b Information Age Publishing, Inc., |c [2020] | |
| 264 | 4 | |c ©2020 | |
| 300 | |a 1 online resource (xvii, 346 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Current perspectives on school/university/community research | |
| 504 | |a Includes bibliographical references. | ||
| 588 | 0 | |a Online resource viewed August 6, 2020. | |
| 505 | 0 | 0 | |t North Carolina Resilience and Learning Project / |r Katie Rosanbalm, Elizabeth DeKonty, and Sheronda Fleming -- |t Trauma-Informed Partnering / |r Jack Leonard -- |t Our School Behavioral Health "Y'Alliance": The Development of a Rural School-Community-University Collaboration Focused on Supporting Children Who Have Experienced Trauma / |r Travis Lewis, Karen D. Jones, Karen Koch, Kia Glosson, and Karen Harrington -- |t Pedagogy and Adverse Childhood Experiences: A Teacher's Action-Learning Journey in Mitigating the Impact of Trauma Through Changing Teaching Practice / |r Michelle Montgomery, Roberto H. Parada, and Brenda Dobia -- |t Systemic School Reform Partnership to Address Adverse Childhood Experiences in Flint, Michigan / |r Bryand Beverly, Nicole Ellefson, and Brian J. Boggs -- |t River of Emotions: Reflecting on a University-School-Community Partnership to Support Children's Emotional Processing in a Post-Disaster Context / |r Carol Mutch, Jason Miles, and Sarah Yates -- |t Increasing Trauma-Informed Practices in a High Poverty Elementary School: A School, University, and Community Partnership / |r Betty V. DeBoer and ALyssa M. Boardman -- |t Schoolwide Trauma-Informed Professional Development: We Can! Building Relationships and Resilience / |r Armeda Stevenson Wojciak, Jan Powers, and Laura Medberry -- |t An Integrated Approach to Mitigating Adverse Childhood Experiences Through Trauma-Informed Yoga / |r Lauren Dotson Davis and Rebecca Buchanan -- |t Bridging Education and Neuroscience to Support Transformation in Teaching and Learning: A Design-Based Approach / |r Alison Wishard Guerra, Shana R. Cohen, Amanda Datnow, Timothy Brown, Terry Jernigan, Matt Doyle, and Alan Daly -- |t Coalescing Streams: Interrupting the Progression of Adversity Through Cross-Sector Mobilization and Systems Alignment / |r John T. King, Aprille Phillips, Todd Bloomquist, and Peter Buckley -- |t A Research-Practice Partnership Serving Students Experiencing Trauma: Best Practices Revealed by an Investigation of a Dropout Prevention Alternative School / |r Nicole Ralston, Rebecca Smith, Cara Megan Wright, and Jackqueline Waggoner -- |t Creating Holistic Trauma-Informed Schools: School-Based Health Centers / |r Sherry Shamblin, Dawn Graham, and Erin Lucas. |
| 520 | |a "Adverse childhood experiences (ACEs) may include major disruptive events (e.g., earthquakes, hurricanes, or floods), but more pervasive is the impact of the daily stress of coping with one of more of the facets of family challenges (e.g., economic hardship and its attendant issues) or even dysfunction (e.g., parent or guardian divorce or separation, or living with neglectful or abusive parents). The use of the term pervasive is warranted. For example, as highlighted in the Introduction, a 2019 study of the findings emerging from the 2016 National Survey of Children's Health found that, among the more than 45,000 children on whom parents reported data, more than one-fifth experienced economic hardship and parent/guardian divorce. The consequences for educators of children exposed to ACEs are far-reaching and have galvanized the attention of a broad swath of educational researchers and practitioners. As discussed in a 2019 insightful five-part series in Education Week (https://www.edweek.org/ew/collections/trauma-sensitive-schools/index.html), the consequences include the imperative for teachers and educational leaders to adopt an informed approach to alleviating the educational impact of ACEs on their students while making provision for their own well-being. In this volume, various authors explore the educational context of ACEs and describe and reflect on their research-inspired endeavors to integrate the resources of schools, universities, and communities to sustain a safe and supportive educational environment for and build the resilience of all students"-- |c Provided by publisher | ||
| 650 | 0 | |a Children with mental disabilities |x Education. |0 http://id.loc.gov/authorities/subjects/sh85083684 | |
| 650 | 0 | |a Psychic trauma in children. |0 http://id.loc.gov/authorities/subjects/sh85108404 | |
| 650 | 0 | |a Post-traumatic stress disorder in children. |0 http://id.loc.gov/authorities/subjects/sh85105425 | |
| 650 | 0 | |a Community and school. |0 http://id.loc.gov/authorities/subjects/sh85029197 | |
| 650 | 0 | |a College-school cooperation. |0 http://id.loc.gov/authorities/subjects/sh88000264 | |
| 650 | 6 | |a Enfants ayant une déficience intellectuelle |x Éducation. | |
| 650 | 6 | |a Traumatisme psychique chez l'enfant. | |
| 650 | 6 | |a État de stress post-traumatique chez l'enfant. | |
| 650 | 6 | |a Relations école-collectivité. | |
| 650 | 6 | |a Coopération université-école. | |
| 650 | 7 | |a Children with mental disabilities |x Education |2 fast | |
| 650 | 7 | |a College-school cooperation |2 fast | |
| 650 | 7 | |a Community and school |2 fast | |
| 650 | 7 | |a Post-traumatic stress disorder in children |2 fast | |
| 650 | 7 | |a Psychic trauma in children |2 fast | |
| 700 | 1 | |a Reardon, R. Martin, |e editor. |0 http://id.loc.gov/authorities/names/n2016019223 | |
| 700 | 1 | |a Leonard, Jack, |d 1948- |e editor. |1 https://id.oclc.org/worldcat/entity/E39PCjvXXGXBbkv966JbgY6D4q |0 http://id.loc.gov/authorities/names/n2013036672 | |
| 758 | |i has work: |a Alleviating the educational impact of adverse childhood experiences (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGrtqgJDTwvvF6FVt4Tgyq |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |z 1648021131 |z 9781648021138 |w (OCoLC)1154524017 |
| 830 | 0 | |a Current perspectives on school/university/community research. |0 http://id.loc.gov/authorities/names/no2017072292 | |
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Datensatz im Suchindex
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| _version_ | 1813901689249333248 |
| adam_text | |
| any_adam_object | |
| author2 | Reardon, R. Martin Leonard, Jack, 1948- |
| author2_role | edt edt |
| author2_variant | r m r rm rmr j l jl |
| author_GND | http://id.loc.gov/authorities/names/n2016019223 http://id.loc.gov/authorities/names/n2013036672 |
| author_additional | Katie Rosanbalm, Elizabeth DeKonty, and Sheronda Fleming -- Jack Leonard -- Travis Lewis, Karen D. Jones, Karen Koch, Kia Glosson, and Karen Harrington -- Michelle Montgomery, Roberto H. Parada, and Brenda Dobia -- Bryand Beverly, Nicole Ellefson, and Brian J. Boggs -- Carol Mutch, Jason Miles, and Sarah Yates -- Betty V. DeBoer and ALyssa M. Boardman -- Armeda Stevenson Wojciak, Jan Powers, and Laura Medberry -- Lauren Dotson Davis and Rebecca Buchanan -- Alison Wishard Guerra, Shana R. Cohen, Amanda Datnow, Timothy Brown, Terry Jernigan, Matt Doyle, and Alan Daly -- John T. King, Aprille Phillips, Todd Bloomquist, and Peter Buckley -- Nicole Ralston, Rebecca Smith, Cara Megan Wright, and Jackqueline Waggoner -- Sherry Shamblin, Dawn Graham, and Erin Lucas. |
| author_facet | Reardon, R. Martin Leonard, Jack, 1948- |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LC4165 |
| callnumber-raw | LC4165 .A55 2020eb |
| callnumber-search | LC4165 .A55 2020eb |
| callnumber-sort | LC 44165 A55 42020EB |
| callnumber-subject | LC - Social Aspects of Education |
| collection | ZDB-4-EBA |
| contents | North Carolina Resilience and Learning Project / Trauma-Informed Partnering / Our School Behavioral Health "Y'Alliance": The Development of a Rural School-Community-University Collaboration Focused on Supporting Children Who Have Experienced Trauma / Pedagogy and Adverse Childhood Experiences: A Teacher's Action-Learning Journey in Mitigating the Impact of Trauma Through Changing Teaching Practice / Systemic School Reform Partnership to Address Adverse Childhood Experiences in Flint, Michigan / River of Emotions: Reflecting on a University-School-Community Partnership to Support Children's Emotional Processing in a Post-Disaster Context / Increasing Trauma-Informed Practices in a High Poverty Elementary School: A School, University, and Community Partnership / Schoolwide Trauma-Informed Professional Development: We Can! Building Relationships and Resilience / An Integrated Approach to Mitigating Adverse Childhood Experiences Through Trauma-Informed Yoga / Bridging Education and Neuroscience to Support Transformation in Teaching and Learning: A Design-Based Approach / Coalescing Streams: Interrupting the Progression of Adversity Through Cross-Sector Mobilization and Systems Alignment / A Research-Practice Partnership Serving Students Experiencing Trauma: Best Practices Revealed by an Investigation of a Dropout Prevention Alternative School / Creating Holistic Trauma-Informed Schools: School-Based Health Centers / |
| ctrlnum | (OCoLC)1176316859 |
| dewey-full | 371.92 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.92 |
| dewey-search | 371.92 |
| dewey-sort | 3371.92 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| id | ZDB-4-EBA-on1176316859 |
| illustrated | Illustrated |
| indexdate | 2024-10-25T15:50:50Z |
| institution | BVB |
| isbn | 9781648021145 164802114X |
| language | English |
| oclc_num | 1176316859 |
| open_access_boolean | |
| owner | MAIN |
| owner_facet | MAIN |
| physical | 1 online resource (xvii, 346 pages) : illustrations |
| psigel | ZDB-4-EBA |
| publishDate | 2020 |
| publishDateSearch | 2020 |
| publishDateSort | 2020 |
| publisher | Information Age Publishing, Inc., |
| record_format | marc |
| series | Current perspectives on school/university/community research. |
| series2 | Current perspectives on school/university/community research |
| spelling | Alleviating the educational impact of adverse childhood experiences : school-university-community collaboration / edited by R. Martin Reardon, Jack Leonard. Charlotte, NC : Information Age Publishing, Inc., [2020] ©2020 1 online resource (xvii, 346 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier Current perspectives on school/university/community research Includes bibliographical references. Online resource viewed August 6, 2020. North Carolina Resilience and Learning Project / Katie Rosanbalm, Elizabeth DeKonty, and Sheronda Fleming -- Trauma-Informed Partnering / Jack Leonard -- Our School Behavioral Health "Y'Alliance": The Development of a Rural School-Community-University Collaboration Focused on Supporting Children Who Have Experienced Trauma / Travis Lewis, Karen D. Jones, Karen Koch, Kia Glosson, and Karen Harrington -- Pedagogy and Adverse Childhood Experiences: A Teacher's Action-Learning Journey in Mitigating the Impact of Trauma Through Changing Teaching Practice / Michelle Montgomery, Roberto H. Parada, and Brenda Dobia -- Systemic School Reform Partnership to Address Adverse Childhood Experiences in Flint, Michigan / Bryand Beverly, Nicole Ellefson, and Brian J. Boggs -- River of Emotions: Reflecting on a University-School-Community Partnership to Support Children's Emotional Processing in a Post-Disaster Context / Carol Mutch, Jason Miles, and Sarah Yates -- Increasing Trauma-Informed Practices in a High Poverty Elementary School: A School, University, and Community Partnership / Betty V. DeBoer and ALyssa M. Boardman -- Schoolwide Trauma-Informed Professional Development: We Can! Building Relationships and Resilience / Armeda Stevenson Wojciak, Jan Powers, and Laura Medberry -- An Integrated Approach to Mitigating Adverse Childhood Experiences Through Trauma-Informed Yoga / Lauren Dotson Davis and Rebecca Buchanan -- Bridging Education and Neuroscience to Support Transformation in Teaching and Learning: A Design-Based Approach / Alison Wishard Guerra, Shana R. Cohen, Amanda Datnow, Timothy Brown, Terry Jernigan, Matt Doyle, and Alan Daly -- Coalescing Streams: Interrupting the Progression of Adversity Through Cross-Sector Mobilization and Systems Alignment / John T. King, Aprille Phillips, Todd Bloomquist, and Peter Buckley -- A Research-Practice Partnership Serving Students Experiencing Trauma: Best Practices Revealed by an Investigation of a Dropout Prevention Alternative School / Nicole Ralston, Rebecca Smith, Cara Megan Wright, and Jackqueline Waggoner -- Creating Holistic Trauma-Informed Schools: School-Based Health Centers / Sherry Shamblin, Dawn Graham, and Erin Lucas. "Adverse childhood experiences (ACEs) may include major disruptive events (e.g., earthquakes, hurricanes, or floods), but more pervasive is the impact of the daily stress of coping with one of more of the facets of family challenges (e.g., economic hardship and its attendant issues) or even dysfunction (e.g., parent or guardian divorce or separation, or living with neglectful or abusive parents). The use of the term pervasive is warranted. For example, as highlighted in the Introduction, a 2019 study of the findings emerging from the 2016 National Survey of Children's Health found that, among the more than 45,000 children on whom parents reported data, more than one-fifth experienced economic hardship and parent/guardian divorce. The consequences for educators of children exposed to ACEs are far-reaching and have galvanized the attention of a broad swath of educational researchers and practitioners. As discussed in a 2019 insightful five-part series in Education Week (https://www.edweek.org/ew/collections/trauma-sensitive-schools/index.html), the consequences include the imperative for teachers and educational leaders to adopt an informed approach to alleviating the educational impact of ACEs on their students while making provision for their own well-being. In this volume, various authors explore the educational context of ACEs and describe and reflect on their research-inspired endeavors to integrate the resources of schools, universities, and communities to sustain a safe and supportive educational environment for and build the resilience of all students"-- Provided by publisher Children with mental disabilities Education. http://id.loc.gov/authorities/subjects/sh85083684 Psychic trauma in children. http://id.loc.gov/authorities/subjects/sh85108404 Post-traumatic stress disorder in children. http://id.loc.gov/authorities/subjects/sh85105425 Community and school. http://id.loc.gov/authorities/subjects/sh85029197 College-school cooperation. http://id.loc.gov/authorities/subjects/sh88000264 Enfants ayant une déficience intellectuelle Éducation. Traumatisme psychique chez l'enfant. État de stress post-traumatique chez l'enfant. Relations école-collectivité. Coopération université-école. Children with mental disabilities Education fast College-school cooperation fast Community and school fast Post-traumatic stress disorder in children fast Psychic trauma in children fast Reardon, R. Martin, editor. http://id.loc.gov/authorities/names/n2016019223 Leonard, Jack, 1948- editor. https://id.oclc.org/worldcat/entity/E39PCjvXXGXBbkv966JbgY6D4q http://id.loc.gov/authorities/names/n2013036672 has work: Alleviating the educational impact of adverse childhood experiences (Text) https://id.oclc.org/worldcat/entity/E39PCGrtqgJDTwvvF6FVt4Tgyq https://id.oclc.org/worldcat/ontology/hasWork Print version: 1648021131 9781648021138 (OCoLC)1154524017 Current perspectives on school/university/community research. http://id.loc.gov/authorities/names/no2017072292 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2473992 Volltext CBO01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2473992 Volltext |
| spellingShingle | Alleviating the educational impact of adverse childhood experiences : school-university-community collaboration / Current perspectives on school/university/community research. North Carolina Resilience and Learning Project / Trauma-Informed Partnering / Our School Behavioral Health "Y'Alliance": The Development of a Rural School-Community-University Collaboration Focused on Supporting Children Who Have Experienced Trauma / Pedagogy and Adverse Childhood Experiences: A Teacher's Action-Learning Journey in Mitigating the Impact of Trauma Through Changing Teaching Practice / Systemic School Reform Partnership to Address Adverse Childhood Experiences in Flint, Michigan / River of Emotions: Reflecting on a University-School-Community Partnership to Support Children's Emotional Processing in a Post-Disaster Context / Increasing Trauma-Informed Practices in a High Poverty Elementary School: A School, University, and Community Partnership / Schoolwide Trauma-Informed Professional Development: We Can! Building Relationships and Resilience / An Integrated Approach to Mitigating Adverse Childhood Experiences Through Trauma-Informed Yoga / Bridging Education and Neuroscience to Support Transformation in Teaching and Learning: A Design-Based Approach / Coalescing Streams: Interrupting the Progression of Adversity Through Cross-Sector Mobilization and Systems Alignment / A Research-Practice Partnership Serving Students Experiencing Trauma: Best Practices Revealed by an Investigation of a Dropout Prevention Alternative School / Creating Holistic Trauma-Informed Schools: School-Based Health Centers / Children with mental disabilities Education. http://id.loc.gov/authorities/subjects/sh85083684 Psychic trauma in children. http://id.loc.gov/authorities/subjects/sh85108404 Post-traumatic stress disorder in children. http://id.loc.gov/authorities/subjects/sh85105425 Community and school. http://id.loc.gov/authorities/subjects/sh85029197 College-school cooperation. http://id.loc.gov/authorities/subjects/sh88000264 Enfants ayant une déficience intellectuelle Éducation. Traumatisme psychique chez l'enfant. État de stress post-traumatique chez l'enfant. Relations école-collectivité. Coopération université-école. Children with mental disabilities Education fast College-school cooperation fast Community and school fast Post-traumatic stress disorder in children fast Psychic trauma in children fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85083684 http://id.loc.gov/authorities/subjects/sh85108404 http://id.loc.gov/authorities/subjects/sh85105425 http://id.loc.gov/authorities/subjects/sh85029197 http://id.loc.gov/authorities/subjects/sh88000264 |
| title | Alleviating the educational impact of adverse childhood experiences : school-university-community collaboration / |
| title_alt | North Carolina Resilience and Learning Project / Trauma-Informed Partnering / Our School Behavioral Health "Y'Alliance": The Development of a Rural School-Community-University Collaboration Focused on Supporting Children Who Have Experienced Trauma / Pedagogy and Adverse Childhood Experiences: A Teacher's Action-Learning Journey in Mitigating the Impact of Trauma Through Changing Teaching Practice / Systemic School Reform Partnership to Address Adverse Childhood Experiences in Flint, Michigan / River of Emotions: Reflecting on a University-School-Community Partnership to Support Children's Emotional Processing in a Post-Disaster Context / Increasing Trauma-Informed Practices in a High Poverty Elementary School: A School, University, and Community Partnership / Schoolwide Trauma-Informed Professional Development: We Can! Building Relationships and Resilience / An Integrated Approach to Mitigating Adverse Childhood Experiences Through Trauma-Informed Yoga / Bridging Education and Neuroscience to Support Transformation in Teaching and Learning: A Design-Based Approach / Coalescing Streams: Interrupting the Progression of Adversity Through Cross-Sector Mobilization and Systems Alignment / A Research-Practice Partnership Serving Students Experiencing Trauma: Best Practices Revealed by an Investigation of a Dropout Prevention Alternative School / Creating Holistic Trauma-Informed Schools: School-Based Health Centers / |
| title_auth | Alleviating the educational impact of adverse childhood experiences : school-university-community collaboration / |
| title_exact_search | Alleviating the educational impact of adverse childhood experiences : school-university-community collaboration / |
| title_full | Alleviating the educational impact of adverse childhood experiences : school-university-community collaboration / edited by R. Martin Reardon, Jack Leonard. |
| title_fullStr | Alleviating the educational impact of adverse childhood experiences : school-university-community collaboration / edited by R. Martin Reardon, Jack Leonard. |
| title_full_unstemmed | Alleviating the educational impact of adverse childhood experiences : school-university-community collaboration / edited by R. Martin Reardon, Jack Leonard. |
| title_short | Alleviating the educational impact of adverse childhood experiences : |
| title_sort | alleviating the educational impact of adverse childhood experiences school university community collaboration |
| title_sub | school-university-community collaboration / |
| topic | Children with mental disabilities Education. http://id.loc.gov/authorities/subjects/sh85083684 Psychic trauma in children. http://id.loc.gov/authorities/subjects/sh85108404 Post-traumatic stress disorder in children. http://id.loc.gov/authorities/subjects/sh85105425 Community and school. http://id.loc.gov/authorities/subjects/sh85029197 College-school cooperation. http://id.loc.gov/authorities/subjects/sh88000264 Enfants ayant une déficience intellectuelle Éducation. Traumatisme psychique chez l'enfant. État de stress post-traumatique chez l'enfant. Relations école-collectivité. Coopération université-école. Children with mental disabilities Education fast College-school cooperation fast Community and school fast Post-traumatic stress disorder in children fast Psychic trauma in children fast |
| topic_facet | Children with mental disabilities Education. Psychic trauma in children. Post-traumatic stress disorder in children. Community and school. College-school cooperation. Enfants ayant une déficience intellectuelle Éducation. Traumatisme psychique chez l'enfant. État de stress post-traumatique chez l'enfant. Relations école-collectivité. Coopération université-école. Children with mental disabilities Education College-school cooperation Community and school Post-traumatic stress disorder in children Psychic trauma in children |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2473992 |
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