Childhood trauma: Developmental pathways and implications for the classroom
The Australian Council for Educational Research – ACER (2016) developed a discussion series (titled: Changing minds: Discussions in neuroscience, psychology and education) to address the many misconceptions that exist about neuroscience, research, psychology and education, including in the area of trauma exposure and brain development during childhood, but also to build new understandings. The series provides teachers, school leaders and policymakers evidence from research that can be used to reflect educational practice in the classroom and policies. It is argued, for instance, that for teachers, it becomes important to understand the relationship between dissociative symptoms and cognitive functioning because symptoms of dissociation often are interpreted as developmental disorders, or dissociative symptoms (being withdrawn or ‘frozen’) are interpreted as behavioural problems. Implications for practitioners include a holistic focus on attachment, competencies and self-regulation. Including implementing different approaches to behaviour management in the classroom, practical strategies that address learning challenges, structured learning support and calm and direct responses to negative behaviour.
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DATA
- CategoryProjects
- CountryAustralia
- LanguageEnglish
- Type of resourceDocument
