Multi-tiered Approaches to Trauma-Informed Care in Schools: A Systematic Review
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
http://link.springer.com/content/pdf/10.1007/s12310-019-09326-0.pdf
Reference54 articles.
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3. Berger, E., Carroll, M., Mayberry, D., & Harrison, D. (2018). Disaster impacts on students and staff from a specialist, trauma-informed Australian school. Journal of Child and Adolescent Trauma,11(4), 521–530. https://doi.org/10.1007/s40653-018-0228-6 .
4. Berger, R., Abu-Raiya, H., & Benatov, J. (2016). Reducing primary and secondary traumatic stress symptoms among educators by training them to deliver a resiliency program (ERASE-Stress) following the Christchurch earthquake in New Zealand. The American Journal of Orthopsychiatry,86(2), 236–251. https://doi.org/10.1037/ort0000153 .
5. Berger, R., & Gelkopf, M. (2009). School-based intervention for the treatment of tsunami-related distress in children: A quasi-randomised controlled trial. Psychotherapy and Psychosomatics,78, 364–371. https://doi.org/10.1159/000235976 .
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