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ERIC Number: EJ1173234
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1047-8248
Childhood Trauma in Today's Urban Classroom: Moving beyond the Therapist's Office
R. B.-Banks, Yvonne; Meyer, Joseph
Educational Foundations, v30 n1-4 p63-75 2017
Childhood trauma leaves its marks on the brain (Sandi, 2013) with unseen scars as evident in brain research. Addressing childhood trauma in today's urban classrooms is no small feat. According to the 2011-12 National Survey of Children's Health, nearly 35 million children in the United States are living with emotional and psychological trauma. Providing today's educators with Trauma Informed Practices is essential. Trauma Informed Practices (TIPs) are specific interventions that fortify one's ability to learn strategies for living with trauma. Schools as learning environments should be on the frontline as advocates for the use of TIPs. This writing highlights insights from teacher candidates, seeking licenses with a pedagogy grounded in urban education, in classroom sessions with an experienced therapist grounded in trauma interventions through the lens of sandplay. They learned first-hand about the impact of TIPs on the educational experiences of urban students. Discussions centered on the benefits to urban students when teachers and therapists collaborated and used TIPs as a critical first step.
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A