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TRA-7200: Linking Theory and Practice to Design Trauma-Sensitive Environments

Lesson 7 Resources

Building Trauma-Sensitive Schools: Your Guide to Creating Safe, Supportive Learning Environments for All Students
Alexander, J. (2019). Building trauma-sensitive schools: Your guide to creating safe, supportive learning environments for all students. Brooks/Cole. Read chapters 4 & 6.

Creating Trauma-Informed Schools: A Guide for School Social Workers and Educators
Dombo, e. A. & Sabatino, C. A. (2019). Creating trauma-informed schools: A guide for school social workers and educators. Oxford. Read chapters 5, 6 & 7.

A Model for Creating a Supportive Trauma-Informed Culture for Children in Preschool Settings
Holmes, C., Levy, M., Smith, A., Pinne, S., & Nees, P. (2015). A model for creating a supportive trauma-informed culture for children in preschool settings. Journal of  Child and Family Studies, 24, 1650–1659. DOI 10.1007/s10826-014-9968-6

Improving Public Health Through Student-Led Interprofessional Extracurricular Education and Collaboration: A Conceptual Framework
Improving public health through student-led interprofessional extracurricular education and collaboration: A conceptual framework
Vander Wielen, L. M., Vanderbilt, A. A., Dumke, E. K., Do, E. K., Isringhausen, K. T., Wright, M. S., Enurah, A. S., Mayer, S. D., & Bradner, M. (2014). Improving public health through student-led interprofessional extracurricular education and collaboration: A conceptual framework. Journal of Multidisciplinary Healthcare, 7, 105

Optional Resources
Healthy Environments and Response to Trauma in Schools (HEARTS): A Whole-School, Multi-Level, Prevention and Intervention Program for Creating Trauma-Informed, Safe and Supportive Schools
Dorado, J. S., Martinez, M., McArthur, L. E. & Leibovitz, T. (2016). Healthy environments and response to trauma in schools (HEARTS): A whole-school, multi-level, prevention and intervention program for creating trauma-informed, safe and supportive schools. School Mental Health: A Multidisciplinary Research and Practice Journal, 8(1),163-176.

What “Hard Times” Means: Mandated Curricula, Class-Privileged Assumptions, and the Lives of Poor Children
Dutro, E. (2010). What “hard times” means: Mandated curricula, class-privileged assumptions, and the lives of poor children. Research in the Teaching of English, 44(3), 255-291.

Childhood Firearm Injuries in the United States
Fowler, K. A., Dahlberg, L. L., Haileyesus, T., Gutierrez, C., & Bacon, S. (2017). Childhood firearm injuries in the United States. Pediatrics, 140(1), 1-11. 10.1542/peds.2016-3486

Creating Trauma-Informed Schools for Rural Appalachia: The Partnerships Program for Enhancing Resiliency, Confidence and Workforce Development in Early Childhood Education
Shamblin, S., Graham, D., & Bianco, J. A. (2016).  Creating trauma-informed schools for rural Appalachia: The partnerships program for enhancing resiliency, confidence and workforce development in early childhood education. School Mental Health: A Multidisciplinary Research and Practice Journal. 8(1),189-200. https://doi.org/10.1007/s12310-016-9181-4