Resources
For information on school engagement:
National Center for School Engagement www.schoolengagement.org
Collaborates with school districts, law enforcement agencies, courts, and state and federal agencies to support youth and their families to be engaged at school with special attention to truancy, dropout and bullying prevention.
For a basic understanding of unresolved trauma issues:
Levine, P. A. (1997). Waking the tiger: Healing trauma. Berkeley, CA: North Atlantic Books.
Levine, P. A., & Kline, M. (2007). Trauma through a child's eyes: Awakening the ordinary miracle of healing. Berkeley, CA: North Atlantic Books.
Damasio, A. (2005). Descartes' error: Emotion, reason, and the human brain. New York, NY: Penguin Books.
Herman, J. (2015). Trauma and recovery: The aftermath of violence--from domestic abuse to political terror. New York, NY: Basic Books.
Doidge, N. (2007). The brain that changes itself: Stories of personal triumph from the frontiers of brain science. Westminster, London: Penguin Books.
Doidge, N. (2016). The brain's way of healing: Remarkable discoveries and recoveries from the frontiers of neuroplasticity. New York, NY: Penguin Books.
Karr-Morse, R. & Wiley, M. S. (2012). Scared sick: The role of childhood trauma in adult disease. New York, NY: Basic Books.
Hanson, R. (2009). Buddha's brain: The practical neuroscience of happiness, love and wisdom. Oakland, CA: New Harbinger Publications.
Medina, J. (2014). Brain rules: 12 principles for surviving and thriving at work, home, and school. Seattle, WA: Pear Press.
Maté, G. (2003). When the body says no: Exploring the stress-disease connection. Hoboken, NJ: John Wiley & Sons, Inc.
To understand PTSD from a first person perspective:
Morris, D. J. (2015). The evil hours: A biography of post-traumatic stress disorder. New York, NY: Houghton Mifflin Harcourt.
For a description of what happens to the sensory/autonomic nervous system during traumatic events:
Grossman, D., & Christensen, L. (2008). On combat: The psychology and physiology of deadly conflict in war and in peace (3rd ed.). United Kingdom: Warrior Science Publications.
Van der Kolk, B. A. (1943). The body keeps the score: Brain, mind and body in the healing of trauma. New York, NY: Penguin Books.
For coaches and teachers who would like to understand sports psychology for children and adults who participate in sports:
Grand, D., & Goldberg, A. (2011). This is your brain on sports: Beating blocks, slumps and performance anxiety for good. Indianapolis, IN: Dog Ear Publishing.
For information that is more technically focused on neuroscience:
Scaer, R. (2012). 8 keys to brain-body balance. New York, NY: W. W. Norton and Company, Inc.
Scaer, R. (2005). The trauma spectrum: Hidden wounds and human resiliency. New York, NY: W. W. Norton and Company, Inc.
Scaer, R. (2014). The body bears the burden: Trauma, dissociation, and disease (3rd ed.). New York, NY: Routledge.
Loewenstein, W. R. (2013). Physics in mind: A quantum view of the brain. New York, NY: Basic Books.
Francis, R. C. (2012). Epigenetics: How environment shapes our genes. New York, NY: W. W. Norton and Company, Inc.
Ross, C. A. (2006). The trauma model: A solution to the problem of comorbidity in psychiatry. Richardson, TX: Manitou Communications,
Watkins, J., & Watkins, H. (1997). Ego states: Theory and therapy. New York, NY: W. W. Norton and Company, Inc.
Schwarz, L., Corrigan, F., Hull, A., & Raju, R. (2017). The comprehensive resource model: Effective therapeutic techniques for the healing of complex trauma. New York, NY: Routledge.
For more information on professional learning:
The Flippen Group www.flippengroup.com/
Capturing Kids Hearts: Leadership Blueprint Training www.flippengroup.com/education/leadership-blueprint/
The Teaching and Learning Framework https://secure.collegeincolorado.org/Images/CiC/pdfs/standards_based_teaching.pdf
RANDA evaluation systems www.randasolutions.com/
Professional Learning Communities www.solutiontree.com/our-solutions/plc-at-work
Love and Logic www.loveandlogic.com
Practical tools and techniques to help adults achieve respectful, healthy relationships with children
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