scholarly journals How do we get to trauma-informed practice? Retention and application of learning by practitioners trained using the core curriculum on childhood trauma.

2020 ◽  
Author(s):  
Sonya Dublin ◽  
Robert Abramovitz ◽  
Laura Katz ◽  
Christopher M. Layne
Keyword(s):  
Childhood Trauma ◽  
Core Curriculum ◽  
The Core ◽  
Trauma Informed ◽  
Trauma Informed Practice

The Core Curriculum on Childhood Trauma: A tool for training a trauma-informed workforce.

2011 ◽  
Vol 3 (3) ◽  
pp. 243-252 ◽  
Author(s):  
Christopher M. Layne ◽  
Chandra Ghosh Ippen ◽  
Virginia Strand ◽  
Margaret Stuber ◽  
Robert Abramovitz ◽  
...  
Keyword(s):  
Childhood Trauma ◽  
Core Curriculum ◽  
The Core ◽  
Trauma Informed

Using the Core Curriculum on Childhood Trauma to Strengthen Clinical Knowledge in Evidence-Based Practitioners

2014 ◽  
Vol 43 (2) ◽  
pp. 286-300 ◽  
Author(s):  
Christopher M. Layne ◽  
Virginia Strand ◽  
Marciana Popescu ◽  
Julie B. Kaplow ◽  
Robert Abramovitz ◽  
...  
Keyword(s):  
Childhood Trauma ◽  
Core Curriculum ◽  
Evidence Based ◽  
Clinical Knowledge ◽  
The Core

The Evolution of Trauma-Informed Schools

2020 ◽  
pp. 3-26
Author(s):  
Kathryn Simon ◽  
Sidonia E. Compton ◽  
Stacy Overstreet
Keyword(s):  
Empirical Research ◽  
Childhood Trauma ◽  
Implementation Strategies ◽  
Evidence Based ◽  
State Legislation ◽  
Evidence Based Practices ◽  
School Settings ◽  
The Core ◽  
Trauma Informed

Growing evidence establishing the prevalence and educational consequences of childhood trauma has led to a national focus on equipping schools to support the specific needs of students who have experienced trauma. As the trauma-informed schools movement gains momentum, educators, policymakers, and researchers are collaborating to identify the key components of trauma-informed schools, evaluate the effectiveness of varied approaches, and translate trauma-informed policies into practices that are sustainable within school settings. The first goal of this introductory chapter is to provide an overview of some of the factors fueling the growth of trauma-informed schools. The discussion highlights recent national and state legislation that has led to changes in policy and practices supporting trauma-informed approaches in schools and summarizes key advances in empirical research supporting the development of implementation strategies and evidence-based practices essential to the sustainment of trauma-informed schools. The second goal of the chapter is to summarize the core implementation elements required to establish trauma-informed schools. While describing the variety of frameworks available to establish trauma-informed schools, the authors identify cross-cutting assumptions of the varied approaches as well as key implementation elements critical for the development and sustainment of trauma-informed schools.

Trauma-informed practice

2020 ◽  
Vol 2020 (2) ◽  
pp. 50-51
Author(s):  
Margot Sunderland
Keyword(s):  
Childhood Trauma ◽  
Adverse Childhood Experiences ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
Trauma Informed ◽  
Trauma Informed Practice

The symptoms of ADHD, autism and other common child diagnoses often match those of childhood trauma and adverse childhood experiences. Dr Margot Sunderland looks at the implications

RELIGION AND THE CORE CURRICULUM

1952 ◽  
Vol 47 (1) ◽  
pp. 19-20
Author(s):  
M. L. Story
Keyword(s):  
Core Curriculum ◽  
The Core
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