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Intro; Acknowledgments; Introduction to Trauma-Informed Schools; References; Contents; Chapter 1: Safe Touches: Creating a School Community to Prevent Child Sexual Abuse; 1.1 Overview of The New York Society for the Prevention of Cruelty to Children; 1.1.1 The Need for Child Sexual Abuse Prevention Programs; 1.1.2 Responding to NYC Schools; 1.2 The Safe Touches Workshop; 1.2.1 Key Learning Concepts; 1.3 National Institutes of Health Research Study on Safe Touches; 1.3.1 Study Significance and Aims; 1.3.2 Primary Outcome Measure: The Children's Knowledge of Abuse Questionnaire; 1.3.3 Results
1.4 The NYSPCC: Building Safe School Communities1.4.1 The NYSPCC Partnership with Horace Mann; 1.4.2 Curriculum for Students from Kindergarten to the Third Grade; 1.4.3 Curriculum for Children in the Fourth and Fifth Grade; 1.4.4 Curriculum for Children in the Middle Division, Grades 6-8; 1.4.5 Curriculum for Youth in the Upper Division, Grades 9-12; 1.5 Safe Touches Collaboration with the Country of Greece; References; Chapter 2: The Fourth R: Teaching Healthy Relationship Skills to Reduce Youth Risk Behaviors; 2.1 Introduction; 2.1.1 The Relationship Connection; 2.2 What Is the Fourth R?
2.2.1 Guiding Principles of the Fourth R2.2.1.1 Universal Focus; 2.2.1.2 Positive Youth Development; 2.2.1.3 Skills-Based Approach; 2.2.1.4 Relationships Are the Core Foundation; 2.2.2 What Do Fourth R Programs Look Like?; 2.2.3 Achieving SEL Outcomes with Students; 2.3 Overview of Fourth R Evidence; 2.3.1 Grade 9 Program Reduces Dating Violence, Increases Condom Use; 2.3.2 A Buffering Impact Against Violent Delinquency Among Maltreated Youth; 2.3.3 Better Peer Resistance and Communication Skills; 2.3.4 Significant Cost Savings; 2.3.5 Additional Information; 2.4 Implementation Overview
2.4.1 Importance of Implementation Quality2.4.1.1 Good implementation of the Fourth R includes; 2.5 Final Thoughts; Appendix A; References; Chapter 3: The Influence of Trauma Exposure on Children's Outcomes; 3.1 Introduction; 3.2 Definitional and Conceptual Framework; 3.3 Sequelae of Trauma Exposure; 3.3.1 Neurobiological Sequelae; 3.3.2 Physical Health and Motor Sequelae; 3.3.3 Cognitive-Academic Sequelae; 3.3.4 Language Sequelae; 3.3.5 Social-Emotional Sequelae; 3.3.6 Mental Health Sequelae; 3.4 Summary and Implications for Schools; References
Chapter 4: Trauma, Self-Regulation, and Learning4.1 Introduction; 4.2 Conceptualizing Self-Regulation; 4.2.1 Basic Processes; 4.2.2 Self-Regulation in a Maltreating Context; 4.2.2.1 The Role of the Family: Emotional Security; 4.2.2.2 Maltreatment as a Disruptive Process; 4.2.3 Self-Regulation in the School Context; 4.2.4 Self-Regulated Learning; 4.2.5 Maltreatment, Self-Regulation, and Self-Regulated Learning; 4.2.6 Conclusion and Future Directions; References; Chapter 5: Maltreatment as a Wicked Problem: Implications for Educational Settings; 5.1 Introduction
1.4 The NYSPCC: Building Safe School Communities1.4.1 The NYSPCC Partnership with Horace Mann; 1.4.2 Curriculum for Students from Kindergarten to the Third Grade; 1.4.3 Curriculum for Children in the Fourth and Fifth Grade; 1.4.4 Curriculum for Children in the Middle Division, Grades 6-8; 1.4.5 Curriculum for Youth in the Upper Division, Grades 9-12; 1.5 Safe Touches Collaboration with the Country of Greece; References; Chapter 2: The Fourth R: Teaching Healthy Relationship Skills to Reduce Youth Risk Behaviors; 2.1 Introduction; 2.1.1 The Relationship Connection; 2.2 What Is the Fourth R?
2.2.1 Guiding Principles of the Fourth R2.2.1.1 Universal Focus; 2.2.1.2 Positive Youth Development; 2.2.1.3 Skills-Based Approach; 2.2.1.4 Relationships Are the Core Foundation; 2.2.2 What Do Fourth R Programs Look Like?; 2.2.3 Achieving SEL Outcomes with Students; 2.3 Overview of Fourth R Evidence; 2.3.1 Grade 9 Program Reduces Dating Violence, Increases Condom Use; 2.3.2 A Buffering Impact Against Violent Delinquency Among Maltreated Youth; 2.3.3 Better Peer Resistance and Communication Skills; 2.3.4 Significant Cost Savings; 2.3.5 Additional Information; 2.4 Implementation Overview
2.4.1 Importance of Implementation Quality2.4.1.1 Good implementation of the Fourth R includes; 2.5 Final Thoughts; Appendix A; References; Chapter 3: The Influence of Trauma Exposure on Children's Outcomes; 3.1 Introduction; 3.2 Definitional and Conceptual Framework; 3.3 Sequelae of Trauma Exposure; 3.3.1 Neurobiological Sequelae; 3.3.2 Physical Health and Motor Sequelae; 3.3.3 Cognitive-Academic Sequelae; 3.3.4 Language Sequelae; 3.3.5 Social-Emotional Sequelae; 3.3.6 Mental Health Sequelae; 3.4 Summary and Implications for Schools; References
Chapter 4: Trauma, Self-Regulation, and Learning4.1 Introduction; 4.2 Conceptualizing Self-Regulation; 4.2.1 Basic Processes; 4.2.2 Self-Regulation in a Maltreating Context; 4.2.2.1 The Role of the Family: Emotional Security; 4.2.2.2 Maltreatment as a Disruptive Process; 4.2.3 Self-Regulation in the School Context; 4.2.4 Self-Regulated Learning; 4.2.5 Maltreatment, Self-Regulation, and Self-Regulated Learning; 4.2.6 Conclusion and Future Directions; References; Chapter 5: Maltreatment as a Wicked Problem: Implications for Educational Settings; 5.1 Introduction