Aiding Teachers in Understanding and Reducing Trauma for Children in Foster Care in an Educational Setting

Autor/in	Crenshaw-Williams, Notashia P.
Titel	Aiding Teachers in Understanding and Reducing Trauma for Children in Foster Care in an Educational Setting
Quelle	In: SRATE Journal, 32 (2023) 1, (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-1752
Schlagwörter	Trauma Informed Approach; Foster Care; Faculty Development; Teacher Role; Counselor Role; School Counselors + Suchen Sie Ihr Suchwort? Pflegehilfe; Lehrerrolle; School counselor; Beratungslehrer; Pädagogischer Berater
Abstract	When children are removed from their homes and placed in foster care, their lives are forever changed. Children are not only being separated from their families but from their schools. Many children are already struggling academically without adding the factor of being placed in foster care, due to no fault of your own. If children in foster care lose their sense of safety in their home, the next place children feel safe is at school. What happens if they no longer have that? How can teachers reduce extended trauma in an educational classroom for children in foster care? This article examines this trauma, explains the Foster Connection and Increasing Adoption Act (2008), and describes the role of teachers and school counselors in ensuring a sense of belonging in the school environment. (As Provided).
Anmerkungen	Southeastern Regional Association of Teacher Educators. Web site: http://www.srate.org/journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01