Contents

1. About the authors

2. Acknowledgments

3. Foreword

   Dave Ziegler

4. I. Understand and empathise

   1. 1.1 Childhood adversity and maltreatment

   2. 1.2 Welfare of Aboriginal and Torres Strait Islander children

   3. 1.3 Etiology of childhood adversity and maltreatment

   4. 1.4 Keeping students safe: reporting child protection concerns

   5. 1.5 Childhood trauma

   6. 1.6 Trauma informed practice

5. II. Observe and reflect

   1. 2.1 Disruptive student behaviour

   2. 2.2 Behaviourism and Applied Behaviour Analysis

   3. 2.3 Positive Behaviour Support

   4. 2.4 Observing behaviour

   5. 2.5 A dual perspective

6. III. Prevent and contain

   1. 3.1 How the brain develops

   2. 3.2 Effects of childhood trauma on brain development

   3. 3.3 Effects of childhood trauma on behavioural, social and emotional functioning

   4. 3.4 Effects of childhood trauma on academic achievement

   5. 3.5 The window of tolerance

   6. 3.6 Using the window of tolerance in the school context

7. IV. Connect and validate

   1. 4.1 Attachment

   2. 4.2 Attachment, school and learning

   3. 4.3 Putting it into practice

8. V. Teach and reinforce

   1. 5.1 Social-emotional competence

   2. 5.2 The social-emotional needs of the young child

   3. 5.3 The social-emotional needs of the primary aged child

   4. 5.4 The social-emotional needs of the adolescent

   5. 5.5 Social cognitive theory

   6. 5.6 Social skills

9. VI. Survive and thrive

   1. 6.1 Caring for the educator: the challenge of working with traumatised students

   2. 6.2 The teacher must survive: self-care and managing secondary trauma

   3. 6.3 We’re all in this together: impact of secondary trauma on organisations

   4. 6.4 Trauma informed organisational change and support