Further Resources

Below you will find more resources regarding social emotional learning,  trauma-informed care, mindfulness, educator resiliency and other related topics:

Resources in Philadelphia:

The Institute for Family Professionals offers free courses on trauma-informed care for teachers and caring professionals: http://ifpros.net

The Sanctuary Model is a well known evidenced-based approach to working with traumatized individuals and populations and provides group trainings: sanctuaryweb.com/Home.aspx

Jefferson Institute for Mindfulness and Penn Center for Mindfulness both provide trainings for the community in Mindfulness Based Stress Reduction (MBSR).

Web resources:

Print resources:

Blair, C. & Raver, C. (2012). “Child Development in the Context of Adversity”             American Psychologist, 67, 309-   318.

Bloom, S.L. (2013) Creating Sanctuary: Toward the Evolution of Sane Societies. 2nd     Edition. New York, NY. Guilford.

Bornstein, D. “Schools that separate the child from the Trauma.” NYTimes.com. Web. 13 November. 2013.

Carlock, R. (2011). Executive functions: A review of the literature to inform practice and policy. Cambridge, MA: The Harvard Center on the Developing Child.

Cole, S. (2005). Helping Traumatized Children Learn: Supportive School Environments for Children  Traumatized by Family Violence. Massachusetts Advocates for Children: Trauma and Learning Policy Initiative, available at  http://traumasensitiveschools.org/tlpi-publications.

Durlak, J.A., Weissberg, R.P., Dymnkicki, A.B., Taylor, R.D.,  & Schelinger, K.B. (2011). The impact of enhancing students’social and emotional learning: A meta analysis of school-based universal interventions. Child Development, 82. 405-432.

Flook, L., Goldberg, S.B., Pinger, L., Bonus, K., Davidson,  R.J. (2013) Mindfulness for teachers: A pilot study to    assess affects on stress, burnout and teacher efficacy. Mind, Brain and Education, 7. 182-195.

Gross, J.J. (2002). Emotion regulation: Affective, cognitive and social consequences. Psychophysiology, 39. 281- 291.

Hamre, B.K., & Pianta, R.C. (2006). Student-teacher relationships. In G.G. Bear & K.M. Minke’s (Eds.),  Children’s needs: III. Development, prevention and intervention (pp. 59-71). Washington, DC : National  Association of School Psychologists.

Ingersoll, R., & Perda, D. (2011). How high is teacher turnover and is it a problem? Philadelphia: University of Pennsylvania, Consortium for Policy Research in          Education.

Jennings, P.A. (2015). Mindfulness for Teachers. New York,  NY.  Norton.

Jennings, P.A., & Greenberg, M. (2009). The pro-social classroom: Teacher social and emotional competence in relationship to child and classroom outcomes. Review      of Educational Research, 79. 491-525.

Jones, S.M., Bouffard, S.M., &Weissbourd, R. (2013).  Educators’ social and emotional skills vital to learning.   Kappan, 62. 62-65.

Mashburn, A.J., Pianta, R.C., Hamre, B.K., Downer, J.T.,  Barbarin, O., Bryant, D., Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s         development of academic, language, and social skills. Child Development, 79. 732-749.

Perry, Bruce. (2010) Traumatized children: how childhood trauma influences brain development. The Journal of the California Alliance for the Mentally Ill, 11. 48-51.

Raver, C.C., Garner, P., & Smith-Donald, R. (2007) The roles of emotional regulation and emotion knowledge for children’s academic readiness: Are the links causal? In R.C. Pianta, M.J. Cox, and K.L. Snow (Eds.) School   readiness and the transition to kindergarten in the era    of accountability (pp. 121-147). Baltimore, MD: Brookes.

Ronfeldt, M., Wykoff, J. (2011). How teacher turnover harms student achievement. American Educational Research Journal, 50, 4-36.

Siegel, D.J. (2012). The developing mind: How relationships and the brain interact to      shape who we are. 2nd  Edition. New York, NY. Guilford.

Van der Kolk, Bessel. (2014) The Body Keeps the Score. New York, NY. Viking.

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