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Section 1
Role-Clarity and Boundaries for Trauma-Informed Teachers

Question 1 | Test | Table of Contents

Eric Institute Of Education Services

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- Venet, Alex Shevrin (2019) "Role-Clarity and Boundaries for Trauma-Informed Teachers," Educational Considerations, 44(2), 1-8.

Update
Primary Early Childhood Educators'
Perspectives of Trauma-Informed Knowledge,
Confidence, and Training

- Bilbrey, J. B., Castanon, K. L., Copeland, R. B., Evanshen, P. A., & Trivette, C. M. (2022). Primary early childhood educators' perspectives of trauma-informed knowledge, confidence, and training. Australian educational researcher, 1–22.

Peer-Reviewed Journal Article References:
Kim, J. (2021). The quality of social relationships in schools and adult health: Differential effects of student–student versus student–teacher relationships. School Psychology, 36(1), 6–16

Kinicki, A. J., & Schriesheim, C. A. (1978). Teachers as leaders: A moderator variable approach. Journal of Educational Psychology, 70(6), 928–935. 

McIntyre, E. M., Baker, C. N., Overstreet, S., & The New Orleans Trauma-Informed Schools Learning Collaborative. (2019). Evaluating foundational professional development training for trauma-informed approaches in schools. Psychological Services, 16(1), 95–102.

Post, P. B., Grybush, A. L., Flowers, C., & Elmadani, A. (2020). Impact of child–teacher relationship training on teacher attitudes and classroom behaviors. International Journal of Play Therapy, 29(3), 119–130.

QUESTION 1
What is a crucial aspect of trauma-informed work? To select and enter your answer go to Test.