Developing and validating a scale to measure trauma-informed practices used by teachers in inclusive schools in Ghana and the United Arab Emirates-Reference-Cited by-同舟云学术

Developing and validating a scale to measure trauma-informed practices used by teachers in inclusive schools in Ghana and the United Arab Emirates

Published:2023-12 Issue:1-3 Volume:35 Page:55-75
ISSN:1728-0583
Container-title:Journal of Child & Adolescent Mental Health
language:en
Short-container-title:Journal of Child & Adolescent Mental Health

Author:

Opoku Maxwell Peprah¹^ORCID,Elhoweris Hala¹^ORCID,Moustafa Ashraf¹^ORCID,Miezah Daniel²^ORCID,Shah Haseena¹^ORCID,Al Murshidi Ghadah¹^ORCID

Affiliation:

1. College of Education, United Arab Emirates University, Al Ain, United Arab Emirates

2. Department of Education and Psychology, College of Education Studies, University of Cape Coast, Cape Coast, Ghana

Funder

United Arab Emirates University

Publisher

National Inquiry Services Center (NISC)

Link

https://www.tandfonline.com/doi/pdf/10.2989/17280583.2024.2307971

Reference68 articles.

1. Developing inclusive education systems: the role of organisational cultures and leadership

2. The UAE and Gulf Countries’ Cultural Characteristics and Their Influence on Autism

3. Inclusive Education Practices for Children with Disabilities in the United Arab Emirates

4. Armstrong, D. (2016). Introduction: embracing positive rules as a teacher. In D. Armstrong, J. Elliott, Hallett, F., & Hallet, G. (Eds.). Understanding child and adolescent behaviour in the classroom (pp. 1–12). Cambridge University Press.

5. Systematic Review of School-Wide Trauma-Informed Approaches

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