"Am I Safe Here and Do You Like Me?" Understanding Complex Trauma and Attachment Disruption in the Classroom

Autor/inn/en	O'Neill, Linda; Guenette, Francis; Kitchenham, Andrew
Titel	"Am I Safe Here and Do You Like Me?" Understanding Complex Trauma and Attachment Disruption in the Classroom
Quelle	In: British Journal of Special Education, 37 (2010) 4, S.190-197 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/j.1467-8578.2010.00477.x
Schlagwörter	Attention Deficit Hyperactivity Disorder; Mental Retardation; Behavior Problems; Child Abuse; Special Education Teachers; Attachment Behavior; Intervention; Student Needs; School Counselors; Professional Development; Disability Identification; Elementary School Teachers + Suchen Sie Ihr Suchwort? Geistige Behinderung; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Attachment; Bindungsverhalten; School counselor; Beratungslehrer; Pädagogischer Berater; Elementary school; Grundschule; Volksschule
Abstract	Elementary and special education teachers and school counsellors currently provide support to children presenting learning disabilities and behavioural problems symptomatic of the more hidden diagnosis of complex trauma resulting from abuse or severe attachment disruption. Specific disorders such as attention deficit/hyperactivity disorder (AD/HD) may be diagnosed in such children, but not the aetiology of complex trauma, resulting in missing information in the development of remedial and behavioural interventions. The evolving field of trauma counselling provides important information to special education teachers and school counsellors who work with children who have experienced trauma. In this review article authors Linda O'Neill of the University of Northern British Columbia (UNBC), Francis Guenette who is a doctoral student at the University of Victoria and Andrew Kitchenham of the University of Northern British Columbia summarise attachment, neurobiological, and complex trauma research that can be used in school settings to understand better the needs of these children. They conclude by suggesting that teachers and school counsellors would benefit from training on the consequences of childhood trauma and attachment disruption to develop interventions that will be effective and to identify what types of behaviours children can control and those they cannot. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10