TY  - BOOK
AU  - Naish, Sarah
AU  - Oakley,Anne
AU  - O'Brien,Hannah
AU  - Penna,Sair
AU  - Thrower,Daniel
TI  - The A-Z of trauma-informed teaching: strategies and solutions to help with behaviour and support for children aged 3-11 (electronic book) 
SN  - 9781839972089 (ebk.)
U1  - 371.94/AZO 
PY  - 2023///
CY  - London, Philadelphia
PB  - Jessica Kingsley Publishers
KW  - Psychic trauma in children
KW  - Encyclopedias
KW  - Behaviour disorders in children
N1  - Intro -- The A-Z of Trauma-Informed Teaching -- Cover -- Of related interest -- Title Page -- Copyright -- Contents -- Introduction -- Part 1 : The Basics -- 1. Common Behaviours and Underlying Factors -- 2. A Word about Developmental Trauma and Related Disorders -- 3. The Essential Foundations of Trauma-Informed Teaching -- 4. Responses and Strategies to Avoid -- 5. Useful Approaches and Responses for Trauma-Informed Teaching -- 6. Compassion Fatigue -- Part 2: A-Z of Behaviours and Challenges with Solutions -- A -- Absconding -- Affection ('professional love', touch, policies); After-school restraint collapse : See Chapter 2 -- Aggression -- Anger : See Aggression, Arguing, Rudeness, Sleep Issues, and Chapter 1 -- Anxiety -- Arguing (child vs teacher/support worker) -- Attention and listening -- Attention/attachment seeking/connection needing (approval seeking, connection seeking) -- Avoidant behaviours : See Choosing Difficulties, Controlling Behaviours, Defiance, Rejection, and Ch -- B -- Baby voice : See Immaturity -- Banging -- Bedtime issues -- Behaviour management policy: See Chapter 3, 'Discipline is learning too' -- Bereavement: See Grief; Birthdays/Christmas and other celebrations -- Biting -- Blocked care: See Chapter 6 -- Blocking: See Controlling Behaviours -- Boasting -- Bossiness: See Competitiveness, Controlling Behaviours, Sibling Rivalry -- Bottles (late use of): See Immaturity -- Breaking things: See Damaging, Sabotaging -- Brushing teeth -- C -- Cause and effect: See Chapter 1, 'Lack of cause-and-effect thinking' -- Changes in behaviour: See Transitions -- Charming -- Chewing -- Choosing difficulties -- Christmas: See Birthdays/Christmas and Other Celebrations, Rejection, Sabotaging, Transitions, Un; Clinging: See Separation Anxiety -- Clothing (uniforms, refusal, removal in class) -- Cognitive learning difficulties: See Executive Functions, Learning Behaviours, Self-Regulation -- Compartmentalizing: See Manipulation -- Compassion fatigue: See Chapter 6 -- Competitiveness -- Constant chatter/questions: See Nonsense Chatter/Nonsense Questions -- Contact time with family: See Co-Parenting, Sibling Rivalry -- Controlling behaviours -- Co-parenting -- Co-regulation: See Emotional Regulation, and Chapter 3, 'Trusted Adult' -- Cruelty to animals; Curriculum: See Chapter 3, 'Bespoke curriculums' -- D -- Damaging -- Defiance -- Destruction: See Damaging -- Disorganization: See Clothing, Memory Issues and Disorganization -- Disrespecting: See Damaging, Rejection, Rudeness, Ungratefulness -- Disruption (calling out, interrupting, sabotaging group,: connection seeking, notice me) -- Dissociating: See Zoning Out -- E -- Emotional age -- Emotional regulation -- Empathy (lack of): See Chapter 1, 'Lack of empathy' -- Engagement : See Chapter 3, 'Bespoke curriculums' -- Escaping demands -- Exaggerating: See Boasting
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