REFERENCES (Text books available through the Office of Social and Emotional Wellness)

American Psychological Association Zero Tolerance Task Force. (2008). Are zero tolerance policies effective in the schools?: An evidentiary review and recommendations. American Psychologist, 63(9), 852–862

Barba, A., Mooney, M., Giovanni, K., Clarke, M., Grady, J.B., and Cohen, J. A. Identifying the Intersection of Trauma and Sexual Orientation and Gender Identity Part I: Key Considerations. Los Angeles, CA, and Durham, NC: National Center for Child Traumatic Stress.

Bath, H. I. (2008). Calming Together: The Pathway to Self-Control. Reclaiming Children and Youth, 16(4), 44–46.

Bergin, C., & Bergin, D. (2009). Attachment in the Classroom. Educational Psychology Review, 21(2), 141–170.

Bretherton, I. (1992). The origins of attachment theory: John Bowlby and Mary Ainsworth. Developmental Psychology, 28(5), 759–775.

Brown Brené. (2015). Scarcity: Looking Inside Our Culture of "Never Enough". In Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead (pp. 18–30). essay, Avery, an imprint of Penguin Random House.

Brown Brené. (2015). Understanding and Combating Shame. In Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead (pp. 58–111). essay, Avery, an imprint of Penguin Random House.

Cole, S. F., O'Brien, J. G., Gadd, M. G., Joel, R., Wallace, D. L., & Gregory, M. (2005). Helping traumatized children learn: supportive school environments for children traumatized by family violence. Vol. 1. Massachusetts Advocates for Children.

Cozolino, L. J. (2014). Attachment-based teaching: creating a tribal classroom. W.W. Norton & Company.

Cozolino, L. J. (2014). Being Seen and Feeling Felt. In Attachment-Based Teaching: Creating a Tribal Classroom (pp. 137–157). W.W. Norton & Company.

Cozolino, L. J. (2014). Interpersonal Trauma. In The Neuroscience of Human Relationships: Attachment and the Developing Social Brain (pp. 229–240). W.W. Norton & Company.

Cozolino, L. J. (2014). Reaching "Unteachable" Students. In Attachment-Based Teaching: Creating a Tribal Classroom (pp. 89–109). W.W. Norton & Company.

Cozolino, L. J. (2014). Storytelling: The First Classroom. In Attachment-Based Teaching: Creating a Tribal Classroom (pp. 177–197). W.W. Norton & Company.

Cozolino, L. J. (2013). Teaching Students about the Brain. In The social neuroscience of education: optimizing attachment and learning in the classroom (pp. 221–238). essay, Norton.

Craig, S. E. (2016). Nature's Second Chance: Constructing a Reflective Brain. In Trauma-Sensitive Schools: Learning Communities Transforming Children's Lives, K-5 (pp. 75–87). essay, Teachers College Press.

Craig, S. E. (2016). Recognizing the Emotional Work of Teachers. In Trauma-Sensitive Schools: Learning Communities Transforming Children's Lives, K-5 (pp. 88–99). Teachers College Press.

Craig, S. E. (2016). Retooling the Teacher's Role in Trauma-Sensitive Schools. In Trauma-Sensitive Schools: Learning Communities Transforming Children's Lives, K-5 (pp. 60–74). Teachers College Press

Craig, S. E. (2016). Trauma-Sensitive Schools: Learning Communities Transforming Children's Lives, K-5. Teachers College Press.

Gaffney, C. (2019). When Schools Cause Trauma. Learning for Justice. https://www.learningforjustice.org/magazine/summer-2019/when-schools-cause-trauma.

Harvey, K. (2012). Trauma-informed behavioral interventions: what works and what doesn't. American Association on Intellectual and Developmental Disabilities.

Holston, B. & Schwartz, D. (Producers), & Redford, J., (Director). (2016). Resilience: The Science of Hope. KPJR Films.

Hughes, D. A., & Baylin, J. F. (2012). A Caregiving Formula: Playfulness, Acceptance, Curiosity, Empathy (PACE). In Brain-Based Parenting: The Neuroscience of Caregiving for Healthy Attachment (pp. 102–141). W.W. Norton & Co.

Is it ADHD or child traumatic stress? A guide for Clinicians. Los Angeles, CA & Durham, NC: National Center for Child Traumatic Stress.

National Child Traumatic Stress Network Schools Committee. (October 2008). Child Trauma Toolkit for Educators. Los Angeles, CA & Durham, NC: National Center for Child Traumatic Stress.

National Scientific Council on the Developing Child. (2005/2014). Excessive Stress Disrupts the Architecture of the Developing Brain: Working Paper 3. Updated Edition.

National Scientific Council on the Developing Child. (2015). Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience: Working Paper 13.

Olson, K. (2014). The invisible classroom: relationships, neuroscience & mindfulness in school. W.W. Norton.

Olson, K. (2014). Nurturing Student Strengths. In The invisible classroom: relationships, neuroscience & mindfulness in school (pp. 132–157). essay, W.W. Norton.

Pattinson, S. (2020). The United States of Me: Integrating the Many Parts of Self. In The whole brain child: guide to raising a curious human being and revolutionary strategies to nurture your child's developing mind (pp. 92–118). essay, Samuel Pattinson.

Perry, B. D., & Szalavitz, M. (2017). The boy who was raised as a dog: and other stories from a child psychiatrist's notebook: what traumatized children can teach us about loss, love, and healing. Basic Books.

Perry, B. (n.d.). The NMC Ten Tip Series: The Intimacy Barrier. Houston; Child Trauma Academy.

Perry, B. D. (2002). Six Core Strengths for Healthy Child Development. In Understanding Traumatized and Maltreated Children: The Core Concepts (pp. 1–16). essay, Child Trauma Academy.

Perry, B. D., Pollard, R. A., Blakley, T. L., Baker, W. L., & Vigilante, D. (1995). Childhood trauma, the neurobiology of adaptation, and “use-dependent” development of the brain: How “states” become “traits.” Infant Mental Health Journal, 16(4), 271–291.

Putnam, F. W., Amaya-Jackson, L., Putnam, K. T., & Briggs, E. C. (2020). Synergistic adversities and behavioral problems in traumatized children and adolescents. Child Abuse & Neglect, 106. https://doi.org/10.1016/j.chiabu.2020.104492

Riggs, S. A. (2010). Childhood Emotional Abuse and the Attachment System Across the Life Cycle: What Theory and Research Tell Us. Journal of Aggression, Maltreatment & Trauma, 19(1), 5–51.

Siegel, D. J., & Bryson, T. P. (2016). The whole-brain child: 12 revolutionary strategies to nurture your child's developing mind. Langara College.

Siegel, D. J., & Bryson, T. P. (2016). Two Brains Are Better than One: Integrating the Left and the Right. In The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing Mind (pp. 14–36). Langara College.

Siegfried, C. B., Blackshear, K., National Child Traumatic Stress Network, with assistance from the National Resource Center on ADHD: A Program of Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD). (2016).

Sege, R., Bethell, C., Linkenbach, J., Jones, J., Klika, B. & Pecora, P.J. (2017). Balancing adverse childhood experiences with HOPE: New insights into the role of positive experience on child and family development. Boston: The Medical Foundation. Accessed at www.cssp.org

Souers, K., & Hall, P. A. (2019). Need Versus Behavior. In Relationship, Responsibility, and Regulation: Trauma-Invested Practices for Fostering Resilient Learners (pp. 47–62). essay, ASCD.

Souers, K., & Hall, P. A. (2019). Regulation. In Relationship, Responsibility, and Regulation: Trauma-Invested Practices for Fostering Resilient Learners (pp. 151–188). essay, ASCD.

Souers, K., & Hall, P. A. (2019). Relationship, Responsibility, and Regulation: Trauma-Invested Practices for Fostering Resilient Learners. ASCD.

Souers, K., & Hall, P. A. (2019). Systems of Meaning. In Relationship, Responsibility, and Regulation: Trauma-Invested Practices for Fostering Resilient Learners (pp. 29–46). ASCD.

Spinazzola, J., Habib, M., Blaustein, M., Knoverek, A., Kisiel, C., Stolbach, B., Abramovitz, R., Kagan, R., Lanktree, C., and Maze, J. (2017). What Is Complex Trauma? A Resource Guide for Youth and Those Who Care about Them. Los Angeles, CA, and Durham, NC: National Center for Child Traumatic Stress.

Wolpow, R., Johnson, M. M., Hertel, R., & Kincaid, S. (2009). Instructional Principles, Curricular Domains, and Specific Strategies for Compassionate Classrooms. In The heart of learning and teaching: compassion, resiliency, and academic success (pp. 67–133). essay, Office of Superintendent of Public Instruction (OSPI) Compassionate Schools.

Wolpow, R., Johnson, M. M., Hertel, R., & Kincaid, S. (2009). The Cost of Caring. In The Heart of Learning and Teaching: Compassion, Resiliency, and Academic Success (pp. 39–40). Office of Superintendent of Public Instruction (OSPI) Compassionate Schools.

Wolpow, R., Johnson, M. M., Hertel, R., & Kincaid, S. (2009). The heart of learning and teaching: compassion, resiliency, and academic success. Office of Superintendent of Public Instruction (OSPI) Compassionate Schools.

Wolpow, R., Johnson, M. M., Hertel, R., & Kincaid, S. (2009). Possible Negative Consequences of Vicarious Trauma. In The Heart of Learning and Teaching: Compassion, Resiliency, and Academic Success (pp. 41–45). Office of Superintendent of Public Instruction (OSPI) Compassionate Schools.

Wolpow, R., Johnson, M. M., Hertel, R., & Kincaid, S. (2009). Self-Care: An Ethical Obligation for Those Who Care. In The Heart of Learning and Teaching: Compassion, Resiliency, and Academic Success (pp. 38–66). essay, Office of Superintendent of Public Instruction (OSPI) Compassionate Schools.

Wolpow, R., Johnson, M., Hertel, R., & Kincaid, S. (2009). Trauma, Compassion, and Resiliency: Background and Definitions. In The heart of learning and teaching: compassion, resiliency, and academic success (pp. 2–35). essay, Office of Superintendent of Public Instruction (OSPI) Compassionate Schools. pp. 19-26