Trauma and Early Adolescent Development: Case Examples from a Trauma-Informed Public Health Middle School Program

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dc.contributor.authorFrydman, J. S., & Mayor, C.
dc.date.accessioned2020-09-24T16:55:34Z
dc.date.available2020-09-24T16:55:34Z
dc.date.issued2017
dc.description.abstractMiddle-school-age children are faced with a variety of developmental tasks, including the beginning phases of individuation from the family, building peer groups, social and emotional transitions, and cognitive shifts associated with the maturation process. This article summarizes how traumatic events impair and complicate these developmental tasks, which can lead to disruptive behaviors in the school setting. Following the call by Walkley and Cox for more attention to be given to trauma-informed schools, this article provides detailed information about the Animating Learning by Integrating and Validating Experience program: a school-based, trauma-informed intervention for middle school students. This public health model uses psychoeducation, cognitive differentiation, and brief stress reduction counseling sessions to facilitate socioemotional development and academic progress. Case examples from the authors’ clinical work in the New Haven, Connecticut, urban public school system are provided.en_US
dc.identifier.citationFrydman, J. S., & Mayor, C. (2017). Trauma and early adolescent development: Case examples from a trauma-informed public health middle school program. Children & Schools, 39(4), 238-247.en_US
dc.identifier.urihttps://academic.oup.com/cs/article/39/4/238/4091324
dc.identifier.urihttp://hdl.handle.net/11212/4873
dc.language.isoen_USen_US
dc.publisherChildren & Schoolsen_US
dc.subjecttraumaen_US
dc.subjectschoolsen_US
dc.subjectpublic healthen_US
dc.subjecttrauma informeden_US
dc.titleTrauma and Early Adolescent Development: Case Examples from a Trauma-Informed Public Health Middle School Programen_US
dc.typeArticleen_US

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