Year in Review: Examining Trauma through an Equity Lens

Autor/in	Guttman-Lapin, Danielle
Titel	Year in Review: Examining Trauma through an Equity Lens
Quelle	In: Communique, 50 (2022) 8, S.4 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	Trauma; Adults; Youth; Social Problems; COVID-19; Pandemics; Racial Bias; Social Justice; School Psychology; Advocacy; Minority Groups + Suchen Sie Ihr Suchwort? Jugend; Jugendlicher; Jugendalter; Social problem; Soziales Problem; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Schulpsychologie; Sozialanwaltschaft; Ethnische Minderheit
Abstract	In recent years, more and more information has emerged about the high prevalence and impact of childhood trauma. In response to many calls for more work and more resources on how best to support trauma-exposed youth, the National Association of School Psychologists (NASP) Social Justice Committee selected this topic as its programmatic focus for the current school year. The purpose of this selection was to conceptualize trauma through an equity lens as NASP works with adults and youth amid ongoing societal and global challenges (i.e., COVID-19 pandemic, systemic racism, polarized sociopolitical atmosphere). Writing teams facilitated by the Social Justice Committee generated four articles to address different facets of trauma within school psychology practice. To promote diverse perspectives, these articles were written collaboratively by graduate students, early career practitioners, and seasoned scholars in the field. This article serves as a refresher of the works that scholars in the field produced throughout the year in the "Communiqué" series. It concludes with a brief introduction to the theme moving into next academic year. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01