Judith Howard

Distressed or Deliberately Defiant?

Managing challenging student behaviour due to trauma and disorganised attachment

• Broschiertes Buch

Produktbeschreibung

It is not unusual for teachers today, whether in the early childhood, primary or secondary sectors, to be confronted with severely challenging student behaviour - students who fly into unexplained violent and oppositional outbursts with little warning; who respond poorly to tried-and-true behaviour management processes. Such behaviour has considerable impact on the delivery of teaching and learning programs and the emotional wellbeing of the teachers themselves as well as raising safety risks for the entire school community. This book explains the basis for such behaviour as the neurological, physiological and behavioural outcomes of "disorganised attachment" due to prolonged exposure to a traumatic home life and provides practical advice to educators on ways that schools can effectively manage these students. By examining the science behind attachment theory, the neurobiology of behaviour, and the manifestation of disorganised attachment in the school context, this book will help educators: ¿minimise such challenging behaviour, ¿manage crises and disciplinary responses such as suspension and expulsion, ¿improve student compliance, ¿enhance education and overall wellbeing, and ¿deal with parents.

Produktdetails

• Verlag: Australian Academic Press
• Seitenzahl: 104
• Erscheinungstermin: 19. April 2013
• Englisch
• Abmessung: 216mm x 140mm x 7mm
• Gewicht: 143g
• ISBN-13: 9781922117151
• ISBN-10: 1922117153
• Artikelnr.: 38061322

Autorenporträt

Dr Judith Howard is an Associate Professor in the Education Faculty at the Queensland University of Technology. She has an extensive career history with schooling in Australia and has worked as a teacher, school counsellor and behaviour support specialist. She has held both regional and state positions overseeing work in student behaviour support. Dr Howard's work has a keen focus on the concerns of young learners who have experienced complex trauma. She promotes a neuroscience-informed approach - to which she believes every educator and worker in every school and early childhood service needs access. Dr Howard oversees pre-service and post-graduate teacher education in trauma-aware education, is the principal chair of the biennial Trauma-Aware Schooling conference in Australia, has developed online courses reaching thousands nationally and internationally, and continues to research, write, speak and train on this vitally important topic.