LINK @supreme.neck.protector #Trauma #Youth #MentalHealth #Neurodivergent #BAND #Read ♬ original sound - Supreme.Neck.Prote...
@supreme.neck.protector #Trauma #Youth #MentalHealth #Neurodivergent #BAND #Read ♬ original sound - Supreme.Neck.Protector
The Handbook of Research on Trauma with Children: Working with High Poverty Schools and Communities helps readers understand how poverty and childhood trauma can affect all students’ emotional, social, and academic processes. It underscores the importance of implementing preventive and responsive services within school settings to address disruptions and ensure children with mental health concerns are supported.
The book introduces readers to a trauma-informed process with an ecological perspective emphasizing collaborative efforts between schools, communities, and families. Each chapter provides a literature review, case study, interventions and strategies, and applications.
Dedicated chapters address homelessness and developmental implications on children; incarcerated parents; trauma treatment for children in foster care; challenges and interventions for immigrant and refugee children; bullying and harassment based on gender identity and expression; sexual abuse in children; child survivors of natural disasters; the implications of media and violence on Black children; children impacted by exposure to interparental violence; children experiencing grief and loss; and more.
The Handbook of Research on Trauma with Children is ideal for school counselors, clinical mental health professionals, educators, researchers, and other professionals in school settings, as well as program planning and training in schools and communities serving children impacted by trauma in high-poverty localities.
Chapters and Contributors Include:
Chapter 1. Poverty and Children: Implications from a Social Determinant of Health Lens - La Vera C. Brown, Tahani Dari, and Regina Gavin Williams
Chapter 2. Homelessness and Developmental Implications on Children - Tahani Dari, Yanhong Liu, Margaret Schauer, and Jessica Del Re
Chapter 3. Incarcerated Parents and the Children They Leave Behind - George Walker, Tahani Dari, La Vera C. Brown, and Lindsay Heckman
Chapter 4. Trauma Treatment for Children in Foster Care - Regina Gavin Williams and Tia Crooms
Chapter 5. Challenges and Interventions to Promote Recovery for Immigrant and Refugee Children - Shadin Atiyeh, Tahani Dari, and Malvika Behl
Chapter 6. Harassment and Discrimination with Gender-Expansive Children - Clark Ausloos and Lena Salpietro
Chapter 7. Sexual Abuse - Milicia Tedder and La Vera C. Brown
Chapter 8. Child Survivors of Natural Disasters - Stacey Litam and Dakota King-White
Chapter 9. “Will This Happen to Me?”: Implications of Traumatic Media on Black Youth - Wesley Jackson Wade and La Vera C. Brown
Chapter 10. Exposure to Interparental Violence (EIPV): Eyewitness Exposure and the Impact on Children in High-Poverty Communities and Schools - La Vera C. Brown and Regina Gavin Williams
Chapter 11. Children Experiencing Grief and Loss: A Social-Cultural Perspective - Yanhong Liu, Dan Li, and Peitao Zhu
Chapter 12. Career Counseling Forecast for 2030: Building Resilience for Children Exposed to Poverty and Trauma - Melissa Wheeler, La Vera C. Brown, and Janelle Bettis
Chapter 13. Where Do We Go from Here? School-Community-University Partnerships to Address Impact of Trauma in High-Poverty Schools - Tahani Dari, La Vera C. Brown, Alexandria Hepburn, Rachel Jacoby, and Christian Green
La Vera C. Brown (Ph.D., North Carolina State University) is an associate professor at Liberty University. She is a Licensed Clinical Mental Health Counselor Supervisor (LCMHCS) in North Carolina and a certified trauma-informed clinician. Additionally, she has worked extensively in the Guilford and Wake County Public School Systems in North Carolina as a counseling professional. Dr. Brown has over 20 years of service as a community advocate, educator, and therapist for adolescents, children, and families. She serves as a leader in eliminating mental health care disparities for under-resourced children and adolescents while promoting the value of school-based mental health programs.
Tahani Dari (Ph.D., University of Toledo) is an assistant professor in the counseling and addiction studies department at the University of Detroit Mercy. Over two decades of experience inform Dr. Dari’s commitment to serving diverse and underserved communities. She has used trauma-informed and healing-centered approaches to working with populations that have experienced trauma. Dr. Dari has served as a school counselor for K–12 students in high-poverty districts and a mental health counselor in various clinical practice settings. Dr. Dari is an expert in scholarship of engagement and community-based participatory research. Her focus on connecting with communities for transformative change through scholarship and engagement positions her as a movement leader to promote equity and access to mental health services and quality education.
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