Exploring School Professionals’ Definitions of Childhood Trauma
Author:
Funder
Bainum Family Foundation
Publisher
Springer Science and Business Media LLC
Subject
Critical Care and Intensive Care Medicine,Emergency Medicine
Link
https://link.springer.com/content/pdf/10.1007/s40653-023-00550-0.pdf
Reference47 articles.
1. Agresti, A. (2007). An introduction to categorical data analysis (2nd ed.). Wiley.
2. Alisic, E. (2012). Teachers’ perspectives on providing support to children after trauma: A qualitative study. School Psychology Quarterly, 27(1), 51–59. https://doi.org/10.1037/a0028590
3. Baker, C. N., Brown, S. M., Wilcox, P. D., Overstreet, S., & Arora, P. (2016). Development and psychometric evaluation of the Attitudes related to trauma-informed care (ARTIC) Scale. School Mental Health, 8(1), 61–76. https://doi.org/10.1007/s12310-015-9161-0
4. Baweja, S., Santiago, C. D., Vona, P., Pears, G., Langley, A., & Kataoka, S. (2016). Improving implementation of a school-based program for traumatized students: Identifying factors that promote teacher support and collaboration. School Mental Health, 8(1), 120–131. https://doi.org/10.1007/s12310-015-9170-z
5. Bergren, M. D. (2021). Post-COVID-19: Trauma-informed care for the school community. The Journal of School Nursing, 37(3), 145–145. https://doi.org/10.1177/10598405211004709
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