Abstract
Chapter 8 describes parent/carers’ awareness of trauma and how their involvement and interaction with schools is essential to enable trauma-informed policies and practices. The challenges associated with trauma arising from parent/carer behaviour through child abuse are briefly covered. This chapter also discusses the potential for trauma-informed parenting approaches to be delivered in schools to support children impacted by trauma, leading to improved child outcomes and family functioning.
| Original language | English |
|---|---|
| Title of host publication | Understanding and Implementing Trauma-Informed Practice in School |
| Subtitle of host publication | An Evidence-Based Guide |
| Editors | Karen E. Martin, Emily Berger, Shantel D. Crosby |
| Place of Publication | Abingdon UK |
| Publisher | Routledge |
| Chapter | 8 |
| Pages | 152-165 |
| Number of pages | 14 |
| Edition | 1st |
| ISBN (Electronic) | 9781040497203, 9781003436034 |
| ISBN (Print) | 9781032565446, 9781032565439 |
| DOIs | |
| Publication status | Published - 2026 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 3 Good Health and Well-being -
SDG 16 Peace, Justice and Strong Institutions
Research output
- 1 Edited Book
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Understanding and Implementing Trauma-Informed Practice in School: An Evidence-Based Guide
Berger, E. (Editor), Crosby, S. D. (Editor) & Martin, K. E. (Editor), 2026, 1st ed. Abingdon UK: Routledge. 266 p.Research output: Book/Report › Edited Book › peer-review
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