Essentials of Trauma-Informed Assessment and Intervention in School and Community Settings.

Cover -- Title Page -- copyright -- Contents -- About the Authors -- Series Preface -- Acknowledgements -- Section One History: Trauma, Adversity and the Trauma-Informed Movement -- Chapter 1 Adverse Childhood Experiences -- Introduction -- Adverse Childhood Experiences -- Chapter 2 Impact on Children, Teens, Families, and Communities -- Introduction -- Mental Health Risk and Impact -- Physical Health Risk and Impact -- Addiction Risk and Impact -- Sexual Behavioral Risk and Impact -- Life Expectancy Risk and Impact -- Chapter 3 Public Health and the Trauma-Informed Movement -- Introduction -- Historical Context of Public Health -- Health Policy and Initiatives -- Trauma-Informed Care Models -- Chapter 4 Trauma-Informed Schools -- Introduction -- Trauma-Informed Schools -- Understanding the Why: Compton, California -- Trauma and Policy Learning Initiative -- The Role of Schools -- Section Two Complex Trauma and the Role of Functional Impairment -- Chapter 5 Child Development -- The Study of Child Development: Child Welfare and Scientific Study -- Basics of Child Development -- Developmental Periods, Domains of Functioning, and Attainments -- Core Tenets of Child Development -- Chapter 6 Complex Trauma and Its Impact on the Brain -- History -- Complex Trauma -- Developmental Trauma Disorder -- Types of Childhood Trauma -- Complex Traumas and Associated Areas of Impairment -- Typical Brain Development -- Atypical Brain Development Associated With Childhood Trauma Toxic -- The Stress Systems -- Neuroimaging -- Academic Difficulties -- Social Competency, Emotional Regulation, and Activities of Daily Living -- Chapter 7 Domains of Impairment: Functional Impact of Complex Trauma and Stress -- Introduction -- Assessment Framework -- Resilience and Recovery -- Evaluation Domains and Core Issues -- Summary.

Section Three Trauma-Informed Assessment Framework -- Chapter 8 Considerations for Trauma Screening in School and Community Settings -- Introduction -- Considerations for Trauma Screening in Schools -- Confidentiality -- Informed Consent and Family Rights -- Safety and Follow-Up -- Voluntary Participation -- Feasibility and Practicality -- Tool Selection -- Sample Screening Protocol -- Cautions in Trauma Screening -- Trauma Screening Measures -- Conclusion -- Chapter 9 Individual and Familial Assessment Tools -- Introduction -- Hypothesis Testing and the Scientific Method -- The Assessment Framework -- Assessment Guidelines -- Individual Assessment Tools -- Family and Caregiver Systems Tools -- Section Four Trauma-Informed Intervention Framework -- Chapter 10 Competencies and Components af Trauma-Informed Interventions -- Introduction -- Clinical Competencies -- Evidence-Based Practices -- Core Components of Trauma-Focused Interventions -- Psychoeducation -- Emotion Identification and Regulation -- Trauma Narrative -- Motivational Interviewing -- Risk Screening and Triage -- Chapter 11 Trauma-Informed Interventions and Treatments -- Introduction -- Infants, Toddlers, and Young Children -- Elementary School Children -- Middle School Children -- High School Students -- Families -- Section Five Ethical Considerations in Trauma-Informed Assessment and Intervention -- Chapter 12 Ethical Considerations -- Vicarious Trauma, Compassion Fatigue, and Secondary Traumatic Stress -- Tools for Self-Care Planning and Burnout Management -- Chapter 13 Emerging Treatments and Additional Resources -- Emerging Treatments -- References -- Index -- EULA.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.