A
ABCDE model, reframing negative thinking, 36–37, 105
acute trauma, 4
administrator support
creating a TIC program, 90
TIC, 86
adverse childhood experiences (ACEs), 5–6, 8, 14, 16, 17, 27, 54, 60, 77
advocacy, 92
aggressive behaviors, sign of toxic stress, 23
anxiety, trauma and, 17
art
music, and dance, 35
supporting play in the center, 67
assault, 13
A Terrible Thing Happened (Holmes), 45
attention-deficit/hyperactivity disorder (ADHD), trauma and, 17
autism, trauma and, 17
automobile crashes, 12
B
Berman, Dr. Marc, 102
B is for Breathe: The ABCs of Coping with Fussy and Frustrating Feelings (Boyd), 46
blocks, supporting play in the center, 65
blogs, 84
books
for children with trauma experience, 44–46
sample reading experience, 45
brain development
circuits and connections, 19
experience, brain connections and, 20
burnout, 96
C
calming center, 41, 44, 56, 82
celebrate joys of life, 38
Centers for Disease Control and Prevention (CDC), study on childhood trauma, 5–6
challenging behaviors, positive guidance, 32–33, 35
children
educators as a critical resource, 3
positive interactions with, 58–59
relationships with peers, 53–54
trauma effects on brains, 19–25
trauma prevalence, 2
Children’s Defense Fund, poverty definition, 8
Children’s Online Privacy Protection Act (COPPA 2020), 84
Circle Preschool Program, 90
cognition and academic learning, trauma effects, 20
complex trauma, 4
connecting with children, 50–60
cooking, supporting play in the center, 67
culture
effects on children’s resilience, 29
trauma and, 16
D
death and dying talk, sign of toxic stress, 24
deployment, 11
depression, trauma and, 17
development, trauma effects on, 22
developmentally appropriate practice (DAP), 4
differing influences, children’s trauma experiences, 28–29
disability, trauma and, 17
discovery, supporting play in the center, 66
divorce or separation, ACE, 5
domestic violence, ACE, 5
Don’t Feed the Worry Bug (Green), 46
Dotson, Lauren, 91
dramatic play, supporting play in the center, 65
E
eating pattern changes, sign of toxic stress, 2
educator–family meetings, 80–81
educators (teachers)
advocacy, 92
connecting with families, 79–84
as a critical resource, 3
partnering with families, 72–84
print and digital resources for, 109–110
supporting families in supporting children, 77–78
training in trauma response, 1
video clips and webinars for, 110
web resources for, 110
Elmer and the Flood (McKee), 59
emotional abuse, 7
emotional disturbance, trauma and, 17
emotional neglect, ACE, 5
emotions, learning regulation of, 30–32
empathic distress, 97
empathy distress fatigue, 97
empathy fatigue, 97
engagement, definition, 74
enrichment of children’s lives, 37–38
enuresis, sign of toxic stress, 24
environmental supports
children with history of trauma, 42–43
physical environment, 40–41, 49
environment for learning, 40–49
emotional, social, physical and learning needs, 40–41
materials and equipment, 41–43
Erikson Institute, Technology in Early Childhood Center policy statement, 84
experiences with trauma, differing influences on, 28–29
expulsion, 34
eye contact, toxic stress and, 25
F
family discord, 8
family dynamics, trauma and, 3
family dysfunction and household instability, 7
family–educator meetings, 80–81
family engagement, 74
principles, 74
trauma-informed, 77
family-inclusive language, 73
family volunteering and participating in projects, 82
fearfulness, sign of toxic stress, 24
fight behaviors, 24
financial insecurity and poverty, 8–9
Firenze’s Light (Collaço), 46
forest bathing (shinrin-yoku), 57, 102
foster care, 72
Foundation for a Mindful Society, 101
Four Rs framework, TIC, 86
free play, 64
freeze behaviors, 25
friendship difficulties, sign of toxic stress, 25
friendships, preschool and kindergarten, 53
G
gender, trauma and, 17
Gilliam, Walter, 34
Greater Richmond Stop Child Abuse Now (SCAN), 90
guided play, 64
gun violence, 12
H
handouts for families, 114–117
healing-centered
environment, 40
heightened vigilance, sign of toxic stress, 24
hookup move, 31
I
I Am Peace: A Book of Mindfulness (Verde), 46
ignoring directions, sign of toxic stress, 25
inability to calm down, sign of toxic stress, 23
inappropriate sexual behavior, sign of toxic stress, 23
incarceration of family member, 10–11
ACE, 5
informal meetings, arrival and departure times, 79
intellectual and developmental disabilities (IDD), trauma and, 17
J
journaling, 104
K
Kindness Starts with You (Stagg), 46
L
language and communication, trauma effects, 23
learning, trauma effects, 22, 23
learning centers, 48
supporting free and guided play in, 65–68
library, supporting play in the center, 66
loss, 9
M
Massachusetts Advocates for Children, Flexible Framework, 90
materials and equipment, learning and healing, 41–43
math and manipulatives, supporting play in the center, 65
Meditation Is an Open Sky: Mindfulness for Kids (Stewart), 56
mental illness of family member, ACE, 5
migrants, 10
cognitive and performance skills, 55
incorporation into a program, 55–56
in self-care, 102
special considerations in trauma, 56–57
why it works, 55
mood swings, sign of toxic stress, 24
multitiered system of support (MTSS), 27
music and movement, supporting play in the center, 66
N
National Child Traumatic Stress Network (NCTSN), 96
National Scientific Council on the Developing Child, definition of adversity, 6
natural and human-made disasters, 12
need for control, sign of toxic stress, 23
self-care and, 105
toxic stress, sign of, 24
neglect, definition, 7
O
oppositional defiance disorder, trauma and, 17
outdoors, supporting play in the center, 68
over-dependence on others, toxic stress, 25
over- or under-reacting to touch, sign of toxic stress, 25
overreacting to sounds or textures, sign of toxic stress, 25
P
PBS Parents, song with Daniel Tiger, 56
peer groups, support, 106
personal injury, 13
personality changes, in toxic stress, 24
photo-based newsletters, 83
physical abuse
ACE, 5
definition, 6
physical complaints, sign of toxic stress, 24
physical development, trauma effects, 23
physical environment, 40–41, 49
physical neglect, ACE, 5
Planting Seeds: Practicing Mindfulness with Children (Thich Nhat Hanh), 56
allowing enough time, 70
benefits in healing, 61–62, 70, 71
impact of trauma on, 63
offer of joy and hope, 71
repetitiveness, 71
rights of children, 62
types, 64
use in addressing trauma effects, 64
violence in, 70
playful learning, 64
in distressed children, 68
versus play therapy, 69
play therapy, versus playful learning, 69
positive guidance, children’s challenging behaviors, 32–33, 35
posttraumatic stress disorder (PTSD), 5, 14, 69, 96
poverty and financial insecurity, 8–9
preschool schedule, sample, 47
psychoterratic, 102
Pullman, Sir Philip, 37
punitive discipline techniques, 33
R
reflective supervision, 106
refusal to participate in activities, sign of toxic stress, 25
Reggio Emilia approach, 40
relationships
children with their peers, 53–54
effects on children’s resilience, 30
mindfulness as a tool for building, 54–56
repetitiveness, to desensitize children to fears, 71
repetitive play, traumatic events, 24
resilience, goal for every child, 29–30
resource parents, 72
rude or defiant behavior, sign of toxic stress, 23
S
safety worries, sign of toxic stress, 24
SAMHSA, Four Rs framework and six principles of TIC, 86
sand and water, supporting play in the center, 67
schedule, structure and, 46–48
secondary trauma, 5
awareness, 98
secondary traumatic stress/compassion fatigue, 96–97
self-confidence lacking, sign of toxic stress, 25
self-harm, sign of toxic stress, 23
sensory integration disorder, trauma and, 17
separation anxiety, sign of toxic stress, 24
serve-and-return interactions, neuronal connections, 20
severe and chronic illness, 8
sexual abuse
ACE, 5
definition, 7
shinrin-yoku (forest bathing), 57, 102
singular pronouns, use in this book, 2
Sitting Still Like a Frog: Mindfulness Exercises for Kids (Snel), 56
skill regression, sign of toxic stress, 24
sleep pattern changes, sign of toxic stress, 24
SMART goals, in a self-care plan, 107–108
social and emotional development, trauma effects, 23
Sorrels, Barbara, 50
strengths-based approach to teaching, 27–28, 74, 86
stress
body’s reactions to, 21
structure, daily schedule, 46–48
substance abuse in family member, ACE, 5
T
tantrums, sign of toxic stress, 23
teaching children with trauma, 26–39
principle 1, 27
principle 7, 35
principle 10, 38
principle 11, 39
teaching-related stress, 96
technology, sharing information with families, 83–84
terrorism, 13
texts and emails, educators and families, 83
The Adventures of Beekle: The Unimaginary Friend (Santat), 54
time-in, 33
time management, 100
time-out policies, 33
Tornadoes! (Gibbons), 59
trauma
causes, 6
connecting with children, 50–60
definition, 4
effects on brains of children, 20–21
environmental supports for children, 42–43
firsthand, 4
impact on play, 63
influence of other factors on experience of, 16–17
key concepts, 5
mindfulness in children, 54–57
picture books, 111
prevalence of, 2
responses are individual, 18
secondhand, 5
trauma-informed approach, for all children, 27
trauma-informed care (TIC), 2–3
Four Rs framework and six principles, 86
roles and responsibilities, 86–88
schools and communities, 85–91
what it looks like in action, 86, 89
working with administrators, 90–91
trauma-informed family engagement, 77
trauma-informed mindfulness, 56
Trauma-Informed Virginia, 93–94
trauma recurrence worries, sign of toxic stress, 24
traumatic grief response, 9
U
Under Deadman’s Skin: Discovering the Meaning of Children’s Violent Play (Katch), 70
United Nations Convention on the Rights of the Child (1989), play as a universal right, 62
unwilling to try new things, sign of toxic stress, 25
V
verbal abuse, ACE, 5
verbal abuse of others, sign of toxic stress, 23
violence, as part of play, 70
volunteering, family, 82
W
website or Instagram, 83
What to Do When It’s Not Fair … (Toner & Freeland), 46
withdrawal from activities, sign of toxic stress, 25
witnessing violence, 13
workshops, 81
Z
zero-tolerance policies, 33
Zero to Three, reflective supervision, 102