| Description |
1 online resource (321 pages) |
| Contents |
Art for Children Experiencing Psychological Trauma- Front Cover; Art for Children Experiencing Psychological Trauma; Title Page; Copyright Page; Dedication; Contents; Biographies of Editors and Contributors; Note; Acknowledgments; PART I: Overview of Behaviors: Who Are the Children in Crisis? Definitions and Demographics; Chapter 1: Introduction and Purpose of this Book; References; Chapter 2: Children Exposed to Trauma: Children in Crisis; Introduction; What Is Trauma?; What Do Art Educators Need to Know about Trauma Reactions?; What Do Educators Need to Know about PTSD?; Defining At-Risk |
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Approaches for Working with Students At-RiskThe Spectrum of At-Risk; Art Teachers and Art Therapists Working with Children Exposed to Trauma; Conclusion; Note; References; Chapter 3: Who Are Homeless Children?; What Is the Definition of Homelessness?; What Are the Demographics of Homeless Students?; What Are the Demographics of Homeless Children and Their Families?; What Challenges Do Homeless Parents Face?; What Are the Effects of Homelessness on Children?; How Well Do Homeless Students Perform in School?; Note; References |
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Chapter 4: Child Abuse: Signs and Reporting Procedures- What the Art Educator Should KnowOverview of the Severity of the Problem; Defining the Problem; Demographics; Identification of Child Maltreatment; The Role of the Art Educator; Reporting, Barriers to Reporting, and Complexity in Reporting; Final Thoughts; Note; References; Chapter 5: Behavioral Characteristics of Children Living in Crisis and the Impact on Learning; Behavioral Characteristics and Impact on Learning; What Can Educators Do?; References; Chapter 6: LGBTQ Trauma + Art Education; Trauma and LGBTQ Students |
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What Can Educators Do?What Can Art Educators Do?; Art-Making as Activism: "Artivism"; Conclusions; Additional Resources; Notes; References; Chapter 7: The Role of the Art Educator in Meeting the Needs of Students Who Are Victims of Human Trafficking; Being Informed; Prevention; Super Hero Theme; Monitoring Attitudes; Providing Support and Positive Relationships; Rehabilitation; Conclusion; Note; References; Chapter 8: Alternative Educational Services for Students Who Have Experienced Psychological Trauma; A Model of Alternative Education in Pennsylvania; An AEP-the "Right Stuff." |
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Other Examples of Alternative Programs that Promote Art as a Means to Reach StudentsNotes; References; Chapter 9: Mental Health Issues and the Art Classroom; References; Chapter 10: Neurobiological Impact of Trauma; What Is Trauma?; Trauma and the Brain; The Biological Stress Response System; Structural, Functional, and Connectivity Issues Related to Trauma; Trauma and Art Education; Teaching Students with Prior Traumatic Experiences; References; PART II: Art Education in Practice; Chapter 11: Creating a Safe and Supportive Classroom Environment; References |
| Notes |
Chapter 12: Routines, Relationships, and Reinforcement |
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Print version record |
| Subject |
Art in education-Therapeutic use
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Art therapy for children.
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Psychic trauma in children.
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Art therapy for children
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Psychic trauma in children
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| Form |
Electronic book
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| Author |
Heise, Donalyn
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Johns, Beverley H
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| ISBN |
9781315301341 |
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1315301342 |
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9781315301334 |
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1315301334 |
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9781315301327 |
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1315301326 |
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9781315301358 |
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1315301350 |
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