Understanding and Responding to Intergenerational Trauma

Autor/inn/en	Larez, Natalie A.; Yohannan, Justina; Crossing, Adrianna; Diaz, Yahaira
Titel	Understanding and Responding to Intergenerational Trauma
Quelle	In: Communique, 50 (2022) 5, S.1 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	Trauma; Parent Influence; Heredity; Social Influences; Psychological Patterns; Evidence Based Practice; Biology; Violence; Racial Bias; Ethnicity; Refugees; Victims; Resilience (Psychology); Mental Health; Problem Solving; School Psychologists; Social Justice; Poverty; Social Bias; Community Involvement; Cultural Relevance; Educational Environment; School Role; Intervention; Cognitive Restructuring; Behavior Modification; Therapy + Suchen Sie Ihr Suchwort? Erblichkeit; Sozialer Einfluss; Biologie; Gewalt; Racial discrimination; Rassismus; Ethnizität; Flüchtling; Victim; Opfer; Psychohygiene; Problemlösen; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Soziale Gerechtigkeit; Armut; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Behaviour modification; Verhaltensänderung; Therapie
Abstract	The concept of intergenerational trauma acknowledges the potential of exposure to adverse events to carry on from trauma survivors to their offspring through biological, psychological, and social pathways. In this article, the authors offer an overview of intergenerational trauma and posttraumatic growth. They offer recommendations for schools within a multitiered systems of support (MTSS) framework. Additional foundational information and guidance regarding trauma can be found in the October and November 2021 editions of "Communiqué." (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