Book review

Howard, J. (2012): Distressed or Deliberately Defiant? Managing Challenging Student Behaviour Due to Trauma and Disorganised Attachment

Research output: Contribution to journalShort ReviewOtherpeer-review

Abstract

There is hope that every child born into the world will experience a normal developmental trajectory into adolescence and adulthood. This means that his or her needs for safety and protection are met in order to facilitate healthy identity formation, and that a positive self-concept is cultivated through trusting, nurturing relationships during the formative years. When the healthy developmental trajectory is disrupted, as in the case of children who have experienced physical, emotional or sexual abuse or neglect, the goal of maintaining and sustaining future healthy relationships and emotional resilience is not always achievable. In recent years, there has been increasing literature to help practitioners view diagnosis, intervention, and assessment through a “trauma lens” to cater to the specific and unique needs of this client population. The lens is also responsible for guiding practitioners and researchers towards greater empathy, understanding, and awareness of the complex needs...
Original languageEnglish
Pages (from-to)141-142
Number of pages2
JournalJournal of Child & Adolescent Trauma
Volume7
Issue number2
DOIs
Publication statusPublished - Jun 2014
Externally publishedYes

Keywords

  • developmental trajectory
  • challenge behaviour
  • crisis management
  • student behaviour
  • trauma history

Cite this

@article{47cbf573de4e45619d1ea95deb78d6b2,
title = "Book review: Howard, J. (2012): Distressed or Deliberately Defiant? Managing Challenging Student Behaviour Due to Trauma and Disorganised Attachment",
abstract = "There is hope that every child born into the world will experience a normal developmental trajectory into adolescence and adulthood. This means that his or her needs for safety and protection are met in order to facilitate healthy identity formation, and that a positive self-concept is cultivated through trusting, nurturing relationships during the formative years. When the healthy developmental trajectory is disrupted, as in the case of children who have experienced physical, emotional or sexual abuse or neglect, the goal of maintaining and sustaining future healthy relationships and emotional resilience is not always achievable. In recent years, there has been increasing literature to help practitioners view diagnosis, intervention, and assessment through a “trauma lens” to cater to the specific and unique needs of this client population. The lens is also responsible for guiding practitioners and researchers towards greater empathy, understanding, and awareness of the complex needs...",
keywords = "developmental trajectory, challenge behaviour, crisis management, student behaviour, trauma history",
author = "Kelly-Ann Allen",
year = "2014",
month = "6",
doi = "10.1007/s40653-014-0017-9",
language = "English",
volume = "7",
pages = "141--142",
journal = "Journal of Child & Adolescent Trauma",
issn = "1936-1521",
publisher = "Taylor & Francis",
number = "2",

}

TY - JOUR

T1 - Book review

T2 - Howard, J. (2012): Distressed or Deliberately Defiant? Managing Challenging Student Behaviour Due to Trauma and Disorganised Attachment

AU - Allen, Kelly-Ann

PY - 2014/6

Y1 - 2014/6

N2 - There is hope that every child born into the world will experience a normal developmental trajectory into adolescence and adulthood. This means that his or her needs for safety and protection are met in order to facilitate healthy identity formation, and that a positive self-concept is cultivated through trusting, nurturing relationships during the formative years. When the healthy developmental trajectory is disrupted, as in the case of children who have experienced physical, emotional or sexual abuse or neglect, the goal of maintaining and sustaining future healthy relationships and emotional resilience is not always achievable. In recent years, there has been increasing literature to help practitioners view diagnosis, intervention, and assessment through a “trauma lens” to cater to the specific and unique needs of this client population. The lens is also responsible for guiding practitioners and researchers towards greater empathy, understanding, and awareness of the complex needs...

AB - There is hope that every child born into the world will experience a normal developmental trajectory into adolescence and adulthood. This means that his or her needs for safety and protection are met in order to facilitate healthy identity formation, and that a positive self-concept is cultivated through trusting, nurturing relationships during the formative years. When the healthy developmental trajectory is disrupted, as in the case of children who have experienced physical, emotional or sexual abuse or neglect, the goal of maintaining and sustaining future healthy relationships and emotional resilience is not always achievable. In recent years, there has been increasing literature to help practitioners view diagnosis, intervention, and assessment through a “trauma lens” to cater to the specific and unique needs of this client population. The lens is also responsible for guiding practitioners and researchers towards greater empathy, understanding, and awareness of the complex needs...

KW - developmental trajectory

KW - challenge behaviour

KW - crisis management

KW - student behaviour

KW - trauma history

U2 - 10.1007/s40653-014-0017-9

DO - 10.1007/s40653-014-0017-9

M3 - Short Review

VL - 7

SP - 141

EP - 142

JO - Journal of Child & Adolescent Trauma

JF - Journal of Child & Adolescent Trauma

SN - 1936-1521

IS - 2

ER -