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    Read more about Trauma-Informed School Practices: Building Expertise To Transform Schools

    Trauma-Informed School Practices: Building Expertise To Transform Schools

    (15 reviews)

    Anna A. Berardi

    Brenda M. Morton

    Copyright Year:

    Publisher: George Fox University Library

    Language: English

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    Reviewed by Nadine Hartig, Professor, Counselor Education, Radford University on 11/3/23

    I found the book to be comprehensive. It provided a thorough review of developmental models and trauma-informed models. The authors provided a complete explanation of their Triphasic model while incorporating a large body of foundational knowledge... read more

    Reviewed by Jerica Wesley, Assistant Professor, Marshall University on 11/4/22, updated 12/6/22

    I appreciate how the text provides a comprehensive overview of trauma-informed practices and ways to strategically build and advocate for a trauma-informed school and district. read more

    Reviewed by Pam Parent, Associate Professor (Adjunct), J. Sargeant Reynolds Community College on 4/22/22

    The textbook is clear and provides an excellent foundation for developing/increasing knowledge necessary to address the education base needed to understand and implement trauma-informed practices. Excellent use of citations. read more

    Reviewed by Jeanne Connelly, Assistant Professor, Metropolitan State University of Denver on 11/17/21

    This text is appropriate for school leaders as well as classroom teachers. The authors provide a wonderful blend of theory, policy, current school issues, and practice ideas to transform schools. Furthermore, they address multiple essential... read more

    Reviewed by Rebecca Buchanan, Associate Professor, Emory and Henry College on 4/22/21

    This text provides a thorough background in trauma-informed practices as well as providing concrete strategies for implementation. read more

    Reviewed by Philip Bernhardt, Professor of Education, Metropolitan State University of Denver on 8/10/20

    Very clear and provides useful guide to how book is set-up and background terminology read more

    Reviewed by Amy Hopkinson, Part-Time Instructor, Bridgewater State University on 6/30/20

    I am impressed with the details and organization of this textbook. Coming from an adjustment counselor perspective this is a great resource to use for educating school personnel and formatting presentations and self reflection activities using... read more

    Reviewed by Karen McCune-Barca, Liberal Arts Faculty, North Shore Community College on 6/30/20

    This comprehensive text offers a strong foundation in trauma-informed practices for educators, school administrators, school-based counselors and those willing to participate in the improvement of our school systems. The text guides us in applying... read more

    Reviewed by Anne Greenhoe, Adjunct Instructor, Portland Community College on 6/27/20

    The text is detailed in its overall approach to defining trauma in students PK12. It aligns a bedrock of what is seen in the modern classroom with current research in TI educational settings. Part 1 of the textbook is specifically relevant to... read more

    Reviewed by Karen Nardone-Lemons, Adjunct Instructor, Academic Advisor, Massachusetts Bay Community College on 6/26/20

    A very detailed and thorough “soup to nuts” manual from understanding the neurobiology of trauma, and behavioral manifestations, to establishing a culture of safety, to the steps necessary to develop, implement and evaluate Trauma Informed Schools. read more

    Reviewed by Tanya Mead, Education Faculty, Portland Community College on 6/24/20

    This text is quite thorough, providing a detailed description of trauma for today's children and youth, with interesting vignettes about particular students to demonstrate concepts. The text unpacks the very structures that impact students:... read more

    Reviewed by Jocelyn Armes, Graduate Instructor, University of Colorado Boulder on 6/11/20

    Education is almost defined by the use of "trending" concepts like restorative justice, rigor, and trauma-informed practices. This text -- which is designed to exist as a stand-alone course on the subject -- is the exception to many resources. It... read more

    Reviewed by Victoria Bacon, Professor, Bridgewater State University on 5/31/20

    The impact of traumatic stress on individuals is significant and has a a lot of variability. This text provides a comprehensive understanding of traumatic stress and adverse childhood experiences during childhood and adolescent development as well... read more

    Reviewed by Naomi Tuinstra, Senior Instructor, Eastern Oregon University College of Education on 1/3/20

    At a time when everyone is being asked to implement "Trauma-Informed Practices" in educational communities, this text stands out as one of the most thorough and comprehensive resources for anyone looking to do this work well. Many resources gloss... read more

    Reviewed by Sheila K. Marquardt, Coordinator of Global Initiatives (Former Professor in Teacher Education), Michigan State University on 11/21/19

    This textbook is much more than a textbook. It is, in a sense, an entire course. While there is not an index/glossary, the text clearly defines terms, and builds in reminders of relevant terminology. Not only is this text helpful when thinking... read more

    Table of Contents

    Section I: Foundational Principles of Trauma-Informed School Practices

    • Chapter 1: The State of Public Schools
    • Chapter 2: Optimum Development and Academic Readiness
    • Chapter 3: When Stress and Trauma Overwhelm Coping Resources
    • Chapter 4: Trauma and Classroom Impact
    • Chapter 5: Trauma-Informed Response Best Practices
    • Chapter 6: The Trauma-Informed School Practices Tri-Phasic Model

    Section II: Implementing Trauma-Informed School Practices

    • Chapter 7: Planning for Transition to Trauma-Informed School Practices: District, School, and Educator Considerations
    • Chapter 8: Implementing Trauma-Informed School Practices in the Classroom
    • Chapter 9: Responding to Behavioral Disruptions Using Trauma-Informed School Practices: Principles and Practices

    Section III: Sustaining Trauma-Informed School Practices

    • Chapter 10: Orienting and Supporting Parents as TISP Co-Facilitators
    • Chapter 11: Applying Trauma-Informed School Practices to Educator Competencies
    • Chapter 12: Nurturing Effective and Sustainable Trauma-Informed School Practices

    Ancillary Material

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    About the Book

    This textbook represents the combined insight and experience of Morton, a k12 educator, and Berardi, a psychotherapist, both of whom are also university educators with extensive work experience serving districts and their teachers seeking to incorporate trauma-informed principles into their school culture and classroom. The authors identify that the field of education is now ready to deepen its level of response to the paradigm shift created by advances in neuroscience and traumatology. Hence, the primary focus is on identifying and applying trauma-informed educator competencies needed to transform districts, schools, educators, classrooms, and the field of education itself, while also including community members such as parents and board members in these processes - a total system makeover. At the conclusion of this text, the student, educator, or mental health professional will have a deeper understanding of what trauma-informed practice requires of them. This includes practical strategies on how to transform our learning communities in response to the devastating effect of unmitigated stress and trauma on our student's ability to learn and thrive throughout the lifespan.

    About the Contributors


    Anna Berardi, Ph.D., is the founder and director of the Trauma Response Institute, and a tenured professor of marriage and family therapy in the Graduate School of Counseling at George Fox University—Portland, Oregon. Anna began her work as a social worker, and is a licensed and practicing psychotherapist, utilizing best-practice trauma-informed approaches such as Eye Movement Desensitization and Reprocessing (EMDR), Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), and Emotion-Focused Therapy (EFT) to facilitate healing processes for individuals and couples impacted by the lingering effects of trauma. For the past 25 years she has advocated for the needs of marginalized and under-served populations through the training of mental health professionals, including school counselors and school psychologists, serving various communities in the Pacific Northwest. Anna’s scholarly publications and conference presentations primarily focus on clinical supervision and training, social justice advocacy, and trauma-informed care.

    Brenda Morton, EdD., is a tenured Associate Professor in the School of Education at George Fox University. She taught middle and high school at both public and private schools in Oregon and is a licensed administrator. In 2009, Brenda joined the faculty at George Fox University School of Education, where she works in teacher preparation with undergraduate and graduate students. Early on in her career, Brenda recognized the needs of at-risk youth and began to focus on this specific group of vulnerable learners. In 2010, Brenda and her family became a foster family to a sibling group of four. The challenges and joys of foster parenting led her to focus her dissertation on academic outcomes of foster youth. Her dissertation was an extension of her love for at-risk youth and deep desire to understand, connect, and create a path forward. To that end, she earned certification as a National Dropout Prevention Specialist and a post-doctoral certification in Trauma Response.

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