FDU Trauma Sensitive Education & Child Abuse and Neglect Questions & Reflection This week, we will learn about what it means for educational settings to be

FDU Trauma Sensitive Education & Child Abuse and Neglect Questions & Reflection This week, we will learn about what it means for educational settings to be trauma-sensitive, and why it’s important. In previous weeks, you have viewed videos describing the impact of trauma on the brain. Trauma exposure, especially chronic exposure to trauma, causes structural changes in the brain. Individuals who have endured trauma show reduced volume in the amygdala (the emotional center of the brain) and the hippocampus (associated with memory and concentration). These brain changes can lead to a wide range of behavioral differences, including emotional disturbances, hypervigilance, fatigue/low energy, academic struggles, etc. All too often, children who exhibit behavioral differences (or learning differences) are labeled as disruptive, bad, or they perceived as not caring about their education. The good news is that in recent years the federal laws regarding disabilities in education have expanded their definition of disability to include trauma and emotional disturbance. The bad news is that many families do not know what their children’s educational rights are and that accommodations have to be made for this type of disability. The chapter discusses federal laws and the importance of advocacy for trauma-exposed children in educational settings.

Attached is an optional reading related to the topic of trauma-sensitive education. It’s the first chapter in Victor Rios’s book Punished: Policing the Lives of Black and Latino Boys. The chapter is called “The Probation School,” and describes the educational setting of an alternative school for kids who have been incarcerated, on probation, or truant from school. Rios describes an environment that is obsessed with security and control, rather than education, and he explores the implications of this for the students’ outcomes. Rios is an advocate of restorative practices in education and believes that a lot of problems in the educational setting can be solved by treating students with dignity. His work exposes the school-to-prison pipeline that affects minority youth and has led to innovative practices rooted in the principles of restorative justice. Rios_The Probation School_rev.pdf

In chapter 7, you will learn about child maltreatment and the various types of child abuse and neglect. The chapter describes physical abuse, emotional/psychological abuse, and sexual abuse, and discusses their causes and consequences. Physical and behavioral signs and symptoms of abuse are discussed as well. The chapter also describes several different types of neglect. The overwhelming majority of cases that come to the attention of child protective services, about 75%, involve neglect rather than abuse. In many cases, children are neglected because their caregivers are ill-equipped to care for them properly. They could be lacking in tangible resources (such as money, food, and shelter) or they could be lacking in internal resources (such as emotional stability, high frustration tolerance, positive coping skills, etc.).

Assignments/Tasks for this week:

1. Read chapter 6. View videos 7 – 10 in the Videos folder (in Course Documents)

2. Post your primary response in the chapter 6 discussion forum by Tuesday at 11:59pm. Secondary responses should be submitted throughout the week (but no later than Saturday at 11:59pm).

3. Read chapter 7. View video 11 in the Videos folder (in Course Documents).

4. Post your primary response in the chapter 7 discussion forum by Thursday at 11:59pm. Secondary responses should be submitted throughout the week (but no later than Saturday at 11:59pm).

5. Submit your end of week reflection by Saturday at 11:59 pm in Assignments.

There are two parts of this:

1-On one document contains the discussion and down below is the question: There will be two discussion questions

1-In what ways are today’s children exposed to violence? List the examples found in the text. What are the effects of this exposure? Expand upon the text by imagining possible outcomes of being exposed to violence in various settings.

2-What do schools need to provide to meet the various needs of trauma exposed children? How should schools address the effects of trauma without creating an atmosphere that is more of a coercive environment than an educational setting?

2- the other document is the reflection paper:

At the end of each week, students will submit a one-page reflection (double-spaced) of what they learned during the week from the assigned materials and discussions. Students will be evaluated on their ability to identify important concepts and ideas from the chapters, their understanding of the implications of these concepts/ideas for practice, and their analysis of the strengths and weaknesses in the information presented. Chapter 6
Trauma-Sensitive Educational Settings
CHAPTER SUMMARY
America is striving to meet the vastly changing demands and needs in education in an effort to keep
pace with a more global and technologically demanding world. While we continue to develop ways to
respond to historically recognized at-risk populations, the call has risen for the recognition of and
respond with new approaches to address the needs of trauma exposed children. Advancing research
highlights the impact of trauma on the brain and the consequential effects on the function of children.
The result is the rise in demand for informed and capable services across the childcare and academic
spectrum.
While strategic approaches are developed and implemented as early as in childcare and in K-12, the
need for improved trauma sensitive practices remains. Trauma-sensitive practices must be integrated
across all types of childcare and school settings. The improvements need to be systemic and multitiered, address changes in the environment, and address needs both individually and extending to wider
community involved supports.
Helping professionals take many roles in the school setting. Collectively, they are in place to help
facilitate student progress by addressing the various challenges presented by the individual or the
environment. Academic settings are required by law to make appropriate provisions to meet the learning
needs of those with disabilities.
Laws are in place to protect and ensure the educational rights of children and ensure equal access to
educational opportunities for children with disabilities. Children with identified disabilities, including
those traumatized or diagnosed with emotional disturbance, are entitled to a review process to determine
appropriate accommodations.
STUDENT LEARNING OBJECTIVES
Students will be able to describe the effect of trauma on academic performance
Students will be able to describe various types of daycare and education settings and the services they
provide.
Students will be able to identify the various roles of helping professionals in childcare and educational
settings.
Students will be able to identify the rights and need for trauma-informed practices in the educational
setting.
Chapter 7
Child Abuse and Neglect: Protecting Children When Families Cannot
CHAPTER SUMMARY
Historically, children were seen as their parents’ property. Practices such as infanticide and the sexual
abuse of children were a painful part of early history. Children often worked and suffered along with
poverty-stricken parents. Significant relief of these conditions did not come until late in the nineteenth
century when the case of Mary Ellen Wilson, a neglected and abused child in New York City, prompted
intervention and gave rise to the first child protection agency. In 1974 the Child Abuse Prevention and
Treatment Act shaped the services to maltreated children that we know today.
Maltreatment can be divided into four categories: physical abuse, neglect (physical, medical,
environmental or emotional), sexual abuse, and emotional or psychological abuse. Each of these
categories has a separate set of symptoms and etiology. Perpetrators of each type of abuse engage in the
abuse for a variety of reasons.
When child abuse and neglect are detected, they must be reported to the child protection unit of the local
social service agency. This agency screens and assesses the case and determines if additional services are
needed. Treatment, in the form of services, counseling, or other resources, may be offered to families. In
some instances, CPS will seek the intervention of the juvenile (civil), criminal, or probate court. The
protective services worker faces increasing demand for better engagement skills and recognition of
family capacity to improve while survival depends on balancing the challenging nature of the work.
Although we have come a long way in the provision of services to abused and neglected children, much
can still be done. The streamlining or unification of services, improved staff training, and increased
prevention services are just a few of the needed innovations. It is difficult to determine the direction in
which this new political era will take the provision of services to maltreated children. Only by
understanding the impact that abuse and neglect have on children and their families can we hope to work
in the best interests of all concerned.
STUDENT LEARNING OBJECTIVES
Students will be able to describe the efforts to help abused and neglected children in the last few
centuries.
Students will be able to define physical, sexual, and psychological abuse and list the symptoms
associated with them.
Students will be able to analyze why someone might physically, sexually, or psychologically abuse a
child.
Students will be able to categorize he theories and examples that describe perpetrators of sexual abuse
against children.
Students will be able to demonstrate an understanding of the role and tasks of a protective services
worker.

Purchase answer to see full
attachment