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RESTORING STUDENTS INNATE PWR: TRAUMA-RESPONSIVE STRATS

Professional Development

Education & Professional Development

Gt Product Group

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B2B GT

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B2B & B2C

<P>This book explores the effects of trauma on newcomer students and presents stress-mitigating strategies that empower these multilingual students as they transition to a new environment. Diverse insights and experiences bring high-powered learning spaces to life. However, the cultural backgrounds of newcomer students and their families can be very different from the dominant norms of the new community, resulting in misalignments that constitute a persistent challenge. In addition, the process of arriving can exacerbate stress. Entering a new school or classroom means situating oneself within a new context of language, culture, community, and shifting personal identities. This transition shock contributes to a sense of diminished power. In serving these students, we can't afford to leave transition shock out of our conversations about trauma. We must not only stitch together pieces of culturally responsive practice and trauma-informed care but also become practitioners of stress-mitigating strategies that empower newcomer students. We must focus instruction on our students' unique identities. We must restore their power. In this book, a newcomer educator and cultural competency expert presents: an understanding of transition shock and how stress and trauma affect recent arrivers; the four pillars of transition shock and how they affect learning; how students see themselves and how the cultural aspects of their identities inform teachers' work in mitigating transition shock; and how social-emotional learning links to trauma-informed practice. This book isn't exclusively about trauma; it's about restoring power. The distinction is critical. Focusing on the trauma or traumatic event roots us in the past. Restoration of power moves us forward.</P>

Restoring Students’ Innate Power

Professional & Reference

College Freshman

PROFESSIONAL & REFERENCE

College Senior

Duration

Duration Unit Of Measure

Transaction Type

Front Cover.
Half Title Page.
Title Page.
Copyright Page.
Table of Contents.
Introduction.
1: Understanding Transition Shock.
2: Inviting Culture into the Trauma-Informed Conversation.
3: Understanding the Link to Social-Emotional Learning.
4: Connect: Beginning with Relationships.
5: Protect: Cultivating Trust and Safety.
6: Respect: Engaging Student Voice, Choice, and Collaboration.
7: Redirect: Crafting Sustainability.
8: Looking to the Future and Restoring Power.
Appendix: Blank Templates.
References.
Index.
About the Author.
Related ASCD Resources: Trauma-Informed Instruction.

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Restoring Students’ Innate Power