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Kasim Doronin
Kasim Doronin

Transforming Trauma Book Pdf



Dr. James Gordon is a Harvard-trained psychiatrist, former researcher at the National Institute of Mental Health and, Chair of the White House Commission on Complementary and Alternative Medicine Policy, and a clinical professor of Psychiatry and Family Medicine at Georgetown Medical School. He authored or edited ten previous books, including Unstuck: Your Guide to the Seven-stage Journey Out of Depression. He has written often for numerous popular publications including The New York Times, The Washington Post, The Atlantic, and The Guardian, as well as in professional journals. He has served as an expert for such outlets as 60 Minutes, the Today how, Good Morning America, CBS Sunday Morning, Nightline, CNN, MSNBC, NPR and many others.




Transforming Trauma book pdf



This textbook represents the combined insight and experience of Morton, a k12 educator, and Berardi, a psychotherapist, both of whom are also university educators with extensive work experience serving districts and their teachers seeking to incorporate trauma-informed principles into their school culture and classroom. The authors identify that the field of education is now ready to deepen its level of response to the paradigm shift created by advances in neuroscience and traumatology. Hence, the primary focus is on identifying and applying trauma-informed educator competencies needed to transform districts, schools, educators, classrooms, and the field of education itself, while also including community members such as parents and board members in these processes - a total system makeover. At the conclusion of this text, the student, educator, or mental health professional will have a deeper understanding of what trauma-informed practice requires of them. This includes practical strategies on how to transform our learning communities in response to the devastating effect of unmitigated stress and trauma on our student's ability to learn and thrive throughout the lifespan.


The text is not culturally insensitive or offensive. More examples, case studies, and supplemental content on racial trauma andintersectionality could provide another layer of understanding to better support students.


The textbook is clear and provides an excellent foundation for developing/increasing knowledge necessary to address the education base needed to understand and implement trauma-informed practices. Excellent use of citations.read more


The textbook is clear and provides an excellent foundation for developing/increasing knowledge necessary to address the education base needed to understand and implement trauma-informed practices. Excellent use of citations.


Overall, culturally sensitive however I feel it would profit from a wider scope that includes viewing the unique trauma associated with individuals with disabilities, etc. The focus seems to be mostly on individuals dealing with family-based trauma to the exclusion of those dealing with trauma associated with other factors.


This text is appropriate for school leaders as well as classroom teachers. The authors provide a wonderful blend of theory, policy, current school issues, and practice ideas to transform schools. Furthermore, they address multiple essential elements of educational system transformation towards trauma informed practices: parents and families, teacher preparation, and program evaluation. The work is well-cited and provides opportunities for self-reflection. Additionally, the case studies are helpful in adding to the understanding of these complex topics. Especially helpful is their attention to each type of competency within trauma-informed care: perceptual, conceptual, executive, and professional.


Trauma-informed practices are exceedingly relevant, following the past few years of social unrest and responses to the COVID pandemic. Furthermore, the lack of resources within schools and high-poverty neighborhoods that add to toxic stress and trauma are longstanding issues that will not be resolved quickly. This book will remain relevant into the future, as the field expands and interdisciplinary scholarship and practice expand. Updating the book will not be cumbersome, given the book's framework and organization. My hope is that more discussion of cultural relevance is added in the future.


I intend to use this book with pre-service undergraduate teachers because the clarity of the writing is one of this books' strengths. Students will benefit from the Terminology and Book Overview sections at the front of the book. Within each chapter, the authors identify desired outcomes and use call-out boxes to expand on important concepts and ideas. These are reader-friendly means for organizing and clarifying ideas. The authors clarify the Trauma-Informed Tri-Phasic Model by outlining foundational principles, dispositions, stages of developing the model at the school level, and describing describing school practices to sustain trauma-informed practices.


As I read, I was able to identify how I would align sections of this book with my course outcomes. The 12 chapters each have a manageable amount of information that could be discussed in a weekly module, with clear objectives stated. I appreciated the chapters providing theoretical frameworks and realities of schooling so I can center the whole child/system. I do not want trauma-informed practices to be approached as a set of technical skills that can checked off as mastered. This work requires critical thinking, and the chapters provide opportunities to scaffold complex practices.


This book misses opportunities for infusing explicit discussion of culturally relevant practices. This is not surprising, however, given the marginalization of culturally relevant teaching and behavior management within the InTASC standards. While self-awareness and expanding a trauma-informed practice require understanding of pre-conceived notions behavior and openness to disrupting the binaries such as good/bad, us/them, the text could explicitly discuss race as one of those binaries that is constructed within schools. Furthermore, issues of historical trauma and institutional trauma perpetrated by schools would fit into several sections of this book. I will engage my students in those discussions to supplement this text.


The content provided on trauma-informed practices provides accurate and current best practices not only for supporting students but also self-care for educators who may be experiencing secondary trauma and burnout.


The text is incredibly relevant to current educational perspectives designed to support student learning. There is a great deal of interest in this topic as educators continue to learn about how dysregulated behavior due to trauma and chronic stress can impact the learning process.


There is consistent terminology used throughout the text. The terminology is also consistent with the broader terminology used to describe various aspects and competencies of trauma-informed school practices.


The topics and chapter headings are provided in a logical progression throughout the book. It begins with a foundational overview and principles of trauma-informed practices. Subsequent sections include implementation strategies along with ways to sustain trauma-informed school environments long term.


This is an excellent resource for public schools as well as teacher preparation programs in higher education. It is extremely relevant and includes an excellent roadmap for creating trauma-informed educational environments. I would highly encourage this text as a meaningful and significant resources for all educators.


From my perspective, the book is provides a foundation insights about trauma informed practices. Authors are experts in the field and draw on existing literature to frame their work. The content is relevant, practical, and useful for schools looking to implement practices to support students experiencing trauma.


This book is relevant as can be and comes at a time when trauma informed practices are becoming a focus of K-12 schools. Also highly relevant with the current time frame of American and global societies dealing with a pandemic.


I am impressed with the details and organization of this textbook. Coming from an adjustment counselor perspective this is a great resource to use for educating school personnel and formatting presentations and self reflection activities using...read more


I am impressed with the details and organization of this textbook. Coming from an adjustment counselor perspective this is a great resource to use for educating school personnel and formatting presentations and self reflection activities using their modules and activities.


As a professional who is trained and certified in trauma informed care and carries a heavy case load of clients with past and or current trauma this is a great resource. I would have loved this book when working in the schools as a school adjustment counselor to help guide the school and coworkers/teachers/administrators to understand learn and practice from this mind frame


This comprehensive text offers a strong foundation in trauma-informed practices for educators, school administrators, school-based counselors and those willing to participate in the improvement of our school systems. The text guides us in applying...read more


This comprehensive text offers a strong foundation in trauma-informed practices for educators, school administrators, school-based counselors and those willing to participate in the improvement of our school systems. The text guides us in applying attachment theories and neuroscience, with the help of clarifying case examples and action plans. The interactive worksheets with that ask for personal reflection, aid in the process of developing trauma-informed competence


I reviewed a print copy of the book and the sections along with appendix worked together well. The blocks of highlighted information and the various images help the reader to clarify and process the information.


The text is detailed in its overall approach to defining trauma in students PK12. It aligns a bedrock of what is seen in the modern classroom with current research in TI educational settings. Part 1 of the textbook is specifically relevant to...read more


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