Below you will find more resources regarding social emotional learning, trauma-informed care, mindfulness, educator resiliency and other related topics.
Resources in Philadelphia
- The Institute for Family Professionals offers free courses on trauma-informed care for teachers and caring professionals
- The Sanctuary Model is a well known evidenced-based approach to working with traumatized individuals and populations and provides group trainings
- Jefferson Institute for Mindfulness and Penn Center for Mindfulness both provide trainings for the community in Mindfulness Based Stress Reduction (MBSR).
- The Collaborative for Social Emotional Learning (CASEL)
- The Adverse Childhood Experiences Study
- Multiplying Connections
- The Institute for Safe Families: The Philadelphia ACE Task Force
- Aces Connection Network
- Rita Pierson’s TED Talk
- This American Life on ACEs and trauma in schools
- Blair, C. & Raver, C. (2012). “Child Development in the Context of Adversity” American Psychologist, 67, 309-318.
- Bloom, S.L. (2013) Creating Sanctuary: Toward the Evolution of Sane Societies. 2nd Edition. New York, NY. Guilford.
- Carlock, R. (2011). Executive functions: A review of the literature to inform practice and policy. Cambridge, MA: The Harvard Center on the Developing Child.
- Cole, S. (2005). Helping Traumatized Children Learn: Supportive School Environments for Children Traumatized by Family Violence. Massachusetts Advocates for Children: Trauma and Learning Policy Initiative, available at http://traumasensitiveschools.org/tlpi-publications.
- Durlak, J.A., Weissberg, R.P., Dymnkicki, A.B., Taylor, R.D., & Schelinger, K.B. (2011). The impact of enhancing students’social and emotional learning: A meta analysis of school-based universal interventions. Child Development, 82. 405-432.
- Flook, L., Goldberg, S.B., Pinger, L., Bonus, K., Davidson, R.J. (2013) Mindfulness for teachers: A pilot study to assess affects on stress, burnout and teacher efficacy. Mind, Brain and Education, 7. 182-195.
- Gross, J.J. (2002). Emotion regulation: Affective, cognitive and social consequences. Psychophysiology, 39. 281- 291.
- Hamre, B.K., & Pianta, R.C. (2006). Student-teacher relationships. In G.G. Bear & K.M. Minke’s (Eds.), Children’s needs: III. Development, prevention and intervention (pp. 59-71). Washington, DC : National Association of School Psychologists.
- Ingersoll, R., & Perda, D. (2011). How high is teacher turnover and is it a problem? Philadelphia: University of Pennsylvania, Consortium for Policy Research in Education.
- Jennings, P.A. (2015). Mindfulness for Teachers. New York, NY. Norton.
- Jennings, P.A., & Greenberg, M. (2009). The pro-social classroom: Teacher social and emotional competence in relationship to child and classroom outcomes. Review of Educational Research, 79. 491-525.
- Mashburn, A.J., Pianta, R.C., Hamre, B.K., Downer, J.T., Barbarin, O., Bryant, D., Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79. 732-749.
- Perry, Bruce. (2010) Traumatized children: how childhood trauma influences brain development. The Journal of the California Alliance for the Mentally Ill, 11. 48-51.
- Raver, C.C., Garner, P., & Smith-Donald, R. (2007) The roles of emotional regulation and emotion knowledge for children’s academic readiness: Are the links causal? In R.C. Pianta, M.J. Cox, and K.L. Snow (Eds.) School readiness and the transition to kindergarten in the era of accountability (pp. 121-147). Baltimore, MD: Brookes.
- Ronfeldt, M., Wykoff, J. (2011). How teacher turnover harms student achievement. American Educational Research Journal, 50, 4-36.
- Siegel, D.J. (2012). The developing mind: How relationships and the brain interact to shape who we are. 2nd Edition. New York, NY. Guilford.
- Van der Kolk, Bessel. (2014) The Body Keeps the Score. New York, NY. Viking.