A Blueprint for Collaborative Action to Build a Trauma-Informed School: A Case Study

Autor/inn/en	Somers, John; Wheeler, Lynn
Titel	A Blueprint for Collaborative Action to Build a Trauma-Informed School: A Case Study
Quelle	In: Professional School Counseling, 26 (2022) 1, (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2409
DOI	10.1177/2156759X221134670
Schlagwörter	Charter Schools; Program Implementation; Trauma Informed Approach; Social Capital; College School Cooperation; School Community Relationship; School Counselors; Principals; School Counseling; Models; Elementary School Teachers; Middle School Teachers; Leadership; Intervention; Teacher Attitudes; Elementary School Students; Middle School Students; Grants; Administrator Attitudes; Counselor Attitudes; Indiana (Indianapolis) + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Sozialkapital; School counselor; Beratungslehrer; Pädagogischer Berater; Principal; Schulleiter; School counselling; Pädagogische Beratung; Analogiemodell; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Führung; Führungsposition; Lehrerverhalten; Student; Students; Schüler; Schülerin; Grant; Finanzielle Beihilfe
Abstract	Analysis of multiple forms of data from a high-need K--8 charter school led to the hypothesis that increasing disciplinary disruptions and poor student academic achievement were the results of endemic student trauma. The principal, the lead school counselor, and an advisory council created a plan to explore and address behavioral and social/emotional issues, and wrote grants to sustain programming changes. The school achieved success in multiple areas, including: improving its comprehensive school counseling program using the ASCA National Model framework; benchmarking its practice with the ASCA School Counselor Professional Standards & Competencies; reducing noncounseling duties for school counselors and providing 80% direct and indirect services to students; reducing the school counselor-to-student ratio; restructuring student discipline policies through the implementation of school-wide trauma-informed care practices; and utilizing social/emotional learning and trauma-informed lessons in the classroom. This case study outlines how one school created multidisciplinary internal and community-based teams to support trauma-informed practices for students, teachers, staff, and families, while emphasizing school counselor-principal leadership to build social capital. The discussion includes a review of progress toward systemic change goals. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01