Contents
Foreword ?ix
Acknowledgments ?xiii
1. ?Introduction ?1
What Is Trauma? ?4
Trauma in Schools ?6
How Does Trauma Influence Learning? ?8
How Can Schools Become More Supportive Places? ?9
The Purpose of This Book ?11
Who Are We and Why Are We Writing This Book? ?13
2. ?Five Pillars of Trauma-Sensitive Literacy Instruction (TSLI): The Framework ?14
The Research Base for This Book ?17
Five Pillars of Trauma-Sensitive Literacy Instruction: A Framework ?19
3. ?Curating Appropriate, High-Quality Literature in TSLI ?34
What Does Literature Have to Do With It? ?35
Curating Novels to Build Classroom Libraries ?47
Conclusion ?58
4. ?Critical Dialogue and Discussion in TSLI ?59
Dialogic Teaching and Critical Literacy Practices ?60
5. ?Using Writing in TSLI ?76
What About Teachers? Should We Be Using Expressive Writing to Support Students Experiencing Trauma? ?78
Teaching Writing in Trauma-Sensitive Ways ?79
Conclusion ?94
6. ?Critical Inquiry in TSLI ?95
Critical Inquiry as a Trauma-Sensitive Literacy Practice ?96
Guiding Principles for Designing Units of Trauma-Sensitive Critical Inquiry ?98
Conclusion ?108
7. ?Hot Moments?Teacher Self-Care ?110
Handling Hot Moments ?111
The Emotional Labor of Teaching, Compassion Fatigue, and Compassion Satisfaction ?125
Conclusion ?134
References ?135
Index ?151
About the Authors ?161