All SEL Should Be Trauma-Informed

Autor/inn/en	Pawlo, Erica; Lorenzo, Ava; Eichert, Brian; Elias, Maurice J.
Titel	All SEL Should Be Trauma-Informed
Quelle	In: Phi Delta Kappan, 101 (2019) 3, S.37-41 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721719885919
Schlagwörter	Trauma; Social Development; Emotional Development; Educational Environment; Emotional Response; Role; Teaching Methods; Program Implementation; Intervention; Elementary Secondary Education; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Emotionales Verhalten; Rollen; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Critics and supporters have expressed concern that social-emotional learning (SEL) has not been adapted to children suffering from trauma. While SEL has been identified as a mechanism through which trauma-informed schools can be created, this does not make SEL implementation, in and of itself, trauma-informed. Erica Pawlo, Ava Lorenzo, Brian Eichert, and Maurice J. Elias explain why calls for trauma-informed SEL are, in fact, calls for all SEL to be trauma-informed. They discuss how a trauma-informed approach to SEL is related to SEL's emphasis on school climate, the need to build infrastructure for SEL learning, and the role of emotions in SEL instruction. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01