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Since 2006, specialists, doctors, psychologists, and therapists of Parzival-Zentrum Karlsruhe have taken part in emergency education crisis interventions, carried out by the organization Friends of Friends of Waldorf Education. They work with psychologically traumatized children and young people in war zones and disaster areas, including Lebanon, China, the Gaza Strip, Indonesia, Haiti, Kyrgyzstan, and most recently in Japan following the tsunami there and the Fukushima Daiichi nuclear disaster. Bernd Ruf, who heads these operations, describes in his book in various ways the basics of anthroposophically extended “emergency education,” including the anthroposophic understanding of trauma itself. In addition, he describes processes and experiences, focusing on recent experiences in Japan at the center of his descriptions. Educating Traumatized Children offers much-needed insight into this little-known area of education and healing for traumatized children and young people. This book will be valuable not only for those working in areas of disaster and armed conflict, but also for any teacher or parent who is teaching or caring for a traumatized child.
Combining knowledge of the cognitive and behavioral effects of trauma, evidence-based interventions, educational best practices, and the experiences of veteran educators, Supporting and Educating Traumatized Students: A Guide for School-Based Professionals presents a new framework for assisting students with a history of trauma.
Traumatic or adverse experiences are pervasive among school-aged children and youth. Trauma undermines students' ability to learn and manage their feelings, behavior, and relationships. Meanwhile, school-based professionals often struggle with responding to the complex needs of traumatized students within the typical school day. The second edition of Supporting and Educating Traumatized Students is designed for professionals in mental health and education settings, and combines content and expertise from experts in the fields of education, school psychology, school administration, resilience, and trauma into one comprehensive guide. The book provides a thorough background on current research in trauma and its impact on school functioning; administrative and policy considerations; and a broad set of practical and implementable strategies for adapting instruction, modifying the classroom environments, and building competency for students and staff. New chapters address topics such as post-traumatic growth, interpersonal violence, and trauma screening and assessment among others. Educators can continue to use this updated edition as an ongoing resource, with the ability to quickly and easily access a variety of school-based strategies to help improve educational and social outcomes for traumatized students.
The Aftermath of Hurricane Katrina examines the hurricane's effects on traumatized children's academic progression; socialization; life opportunities; and social consciousness. Professor Dorothy Singleton presents improved teaching strategies and methodologies for working with traumatized children in any grade level. As writers gathered information for this book, several realized the need to better comprehend how this environmental tragedy has disrupted the lives of groups already politically and economically marginalized. This study features a range of information about these social groups including: history; culture; family life; and the day-to-day challenges faced by those still suffering from the hurricane's aftermath.
For school administrators, counselors, psychologists, and teachers, here is a unique resource for identifying and working with children who have been abused and neglected, distressed by parental divorce, and affected by the loss of a close family member or friend through death or abandonment.
Rich with case material and artwork samples, this volume demonstrates a range of creative approaches for facilitating children's emotional reparation and recovery from trauma. Contributors include experienced practitioners of play, art, music, movement and drama therapies, bibliotherapy, and integrative therapies, who describe step-by-step strategies for working with individual children, families, and groups. The case-based format makes the book especially practical and user-friendly. Specific types of stressful experiences addressed include parental loss, child abuse, accidents, family violence, bullying, and mass trauma. Broader approaches to promoting resilience and preventing posttraumatic problems in children at risk are also presented.
The living circumstances for the Syrian refugees, especially the child refugees, have been precarious since the outbreak of the war in 2010. The children in Syria and its surrounding countries like Jordan often do not get any or very bad school education. Apart from schooling, fundamental things such as safe places to live in, clean water and warm clothes are basically nonexistent in the lives of child refugees. Poverty and desperation are a constant struggle in these war areas due to a lack of working possibilities and resources. This thesis is about the lost generation of refugee children. The subject is introduced by a background overview of the symptoms and long-term effects for war-traumatized children, as well as the problems of the countries in crisis. Organizations like UNHCR, UNICEF and Noiva Foundation work in Jordan and the surrounding Middle Eastern countries to help this lost generation in overcoming their traumas and building a future through basic education. The main part of the paper describes my stay with Noiva in Mafraq (Jordan) and my personal impressions of the circumstances I have encountered on-site during the project week "learn2live", which had the subject community and fellowship.

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