Morton Brenda M, Berardi Anna A
College of Education, George Fox University, Newberg, OR 97132 USA.
J Child Adolesc Trauma. 2017 Jun 27;11(4):487-493. doi: 10.1007/s40653-017-0160-1. eCollection 2018 Dec.
An alarming number of children experience significant trauma or chronic stress throughout childhood, manifesting in cognitive, social, physical, and emotional impairment. These challenges are expressed in the P-12 academic setting through difficulties with behavioral and emotional self-regulation, academic functioning, and physical ailments and illness. Advances in trauma-informed care, as applied to the school environment, have inspired new hope for educators who observe first-hand the learning challenges facing traumatized children. This article defines the nature of the problem along with a guiding framework to assist educators and mental health professionals in transforming to a trauma-informed school culture.
数量惊人的儿童在整个童年时期经历重大创伤或慢性压力，表现为认知、社交、身体和情感方面的损害。这些挑战在P-12教育环境中表现为行为和情绪自我调节、学业功能以及身体疾病方面的困难。应用于学校环境的创伤知情护理的进展，为那些亲眼目睹受创伤儿童所面临学习挑战的教育工作者带来了新的希望。本文定义了问题的本质，并提供了一个指导框架，以帮助教育工作者和心理健康专业人员转变为创伤知情的学校文化。
