Contents
Foreword Mary Benson McMullen ?ix
Acknowledgments and Dedication ?xi
Introduction ?1
1. ?Teaching Children With Messy Lives ?7
Developing a Shared Perspective ?8
Messy Lives as a Context for Development ?11
Trauma Is the Symptom, Not the Problem ?14
A Conceptual Framework for Thinking More Deeply ?16
Summary ?21
2. ?Essential Elements of an Emotionally Responsive Teaching Approach ?23
Defining Emotionally Responsive Teaching ?24
The Essence of Emotionally Responsive Teaching ?30
Development and Emotionally Responsive Teaching ?33
The Aims of Emotionally Responsive Teaching ?37
The Emotionally Responsive Ethic ?39
Summary ?40
3. ?Teaching From Hope Versus Teaching From Fear ?43
Self-Fulfilling Expectations ?43
Teaching in Treacherous Times ?46
We All Teach Our Own Story ?57
Summary ?66
4. ?Reframing Resilience for Children With Messy Lives ?69
I Keep Me Safe ?70
Development Along Alternative Pathways ?71
A Developmental Pathways Approach ?74
Reframing Resilience ?79
Moving Forward ?87
Summary ?88
5. ?Redefining Trauma: The Embodied Experience of Threat ?91
Sinking in the Pool ?91
The Embodied Experience of Threat ?95
The Stress Response System ?100
Differentiating Brief Stress, Adversity, Toxic Stress, and Trauma ?107
Summary ?110
6. ?Too Scared to Learn: The Impact of Fear on Development and Learning ?111
A Shift in Worldview ?112
Adversity and Learning ?118
Summary ?137
7. ?Cultivating Emotionally Responsive Teaching ?139
The Anchors of Emotionally Responsive Teaching ?140
Summary ?168
8. ?The Courage to Care ?171
All Children Benefit From Emotionally Responsive Teaching ?172
Sustaining the Emotionally Responsive Teacher ?176
Summary ?185
References ?187
Index ?199
About the Author ?207