This book focuses on three important and comprehensive areas of theory and research that provide a theoretical, clinical, and integrated intervention model for developing the relationships and a sense of safety for children with developmental trauma need.
This book focuses on three important and comprehensive areas of theory and research that provide a theoretical, clinical, and integrated intervention model for developing the relationships and a sense of safety for children with developmental trauma need.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Acknowledgments Preface Part I 1 Lessons from Poly Vagal Theory: If a Child Could Do Better, He or She Would 3 2 Lessons from Interpersonal Neurobiology 3 Lessons from Attachment Theory 4 Lessons from Intersubjectivity 5 Dyadic Developmental Practice and Its application to Education 6 Co-regulation of Affect: The Affective/Reflective (A/R) Dialogue 7 Using A/R Dialogue to Explore and Discover the Meanings of the Child's Behavior Part II 8 Belong: A Classroom for Children with Attachment and Trauma Difficulties 9 Our Day: Structured Flexibility 10 Meeting Challenging Behavior with PACE 11 Lesson Planning 12 Working with Parents and Community Supports Parents 13 Case Study 14 What Have We Learned in Six Years? 15 Bloopers: Where We Got It Wrong Part III 16 The J ourney of Three DDP-Informed Elementary Schools and One Alternative High School 17 PACE and A/R Dialogues in a Regular Classroom Setting 18 Two R's: Relationship and Resources 19 What Have We Learned? 20 Alarmed, Written by Sian Phillips Appendix A Appendix B Appendix C References
Acknowledgments Preface Part I 1 Lessons from Poly Vagal Theory: If a Child Could Do Better, He or She Would 3 2 Lessons from Interpersonal Neurobiology 3 Lessons from Attachment Theory 4 Lessons from Intersubjectivity 5 Dyadic Developmental Practice and Its application to Education 6 Co-regulation of Affect: The Affective/Reflective (A/R) Dialogue 7 Using A/R Dialogue to Explore and Discover the Meanings of the Child's Behavior Part II 8 Belong: A Classroom for Children with Attachment and Trauma Difficulties 9 Our Day: Structured Flexibility 10 Meeting Challenging Behavior with PACE 11 Lesson Planning 12 Working with Parents and Community Supports Parents 13 Case Study 14 What Have We Learned in Six Years? 15 Bloopers: Where We Got It Wrong Part III 16 The J ourney of Three DDP-Informed Elementary Schools and One Alternative High School 17 PACE and A/R Dialogues in a Regular Classroom Setting 18 Two R's: Relationship and Resources 19 What Have We Learned? 20 Alarmed, Written by Sian Phillips Appendix A Appendix B Appendix C References
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