Intro
Becoming a Trauma-Informed Restorative Educator
Cover
Of related interest
Title Page
Copyright
Contents
Acknowledgements
Foreword
1. Introduction: Explaining Our Why
Chapter summaries
How our chapters are organized
2. A Starting Point: Some Theory, Concepts, and Definitions
Behaviorism
Intrinsic and extrinsic motivation
Effective consequences
What about bias and prejudice in our decision-making?
Restorative practice
Trauma-informed practice
3. The Neuroscience of Behavior
Conceptual model of the brain

How the brain processes information
Memory and the predictive brain
State-dependent brain function
Applying this knowledge in the classroom
Once is never enough: Getting smarter with consequences
Use it or lose it
Realistic expectations of change
4. Regulation and Co-Regulation
What is regulation?
Five domains of regulation
Types of regulation
5. Wellness: Improving Our Capacity for Regulation
Well-being and wellness
Taking care of our own wellness
The body budget
Nervous system wellness
Three pillars of wellness
Relational health
Mindfulness

Final thoughts
6. Trauma, Adversity, and a Regulated Classroom
Prediction and the traumatized brain
Resilience, dosing, and spacing
Regulate, relate, reason as classroom management
7. Restorative Approaches: Translating Theory and Principles into Practice
A little history
The restorative sequence
Pulling it all together
How restorative am I?
8. Shame, Trauma, and Restorative Practice
The affect system
Shame
Biological responses to shame
Shame and school discipline policies
Shame patterns and trauma
Compass of Shame
How restorative helps

9. Becoming a Trauma-Informed Restorative Educator: Pulling it All Together
A call to action
Appendix A: Bal-A-Vis-X
Appendix B: Drumming in the Torres Strait
Appendix C: Yoga and "Weightless"
What did you notice about this group of students you were teaching?
What prompted you to pursue the "regulation" piece?
Why yoga and music (with that band)?
How did these strategies impact behavior and academic progress?
Appendix D: Children Learning to Independently Manage Behavior (C.L.I.M.B)
C.L.I.M.B.ing out of the Suspension Cycle

Identifying students for the C.L.I.M.B. program
Parent involvement
Leveled system
Transitioning back to class
Exit meetings
Ongoing support
Tier 2 support/interventions
The change we see in students
Appendix E: Personal, Professional, and Social Justice Journey Inventory
References
Index