Teachers’ experiences and recommendations to support refugee students exposed to trauma
Author:
Publisher
Springer Science and Business Media LLC
Subject
Sociology and Political Science,Developmental and Educational Psychology,Social Psychology
Link
https://link.springer.com/content/pdf/10.1007/s11218-021-09657-4.pdf
Reference39 articles.
1. Alisic, E. (2012). Teachers’ perspectives on providing support to children after trauma: A qualitative study. School Psychology Quarterly, 27(1), 51–59. https://doi.org/10.1037/a0028590
2. Centre for Multicultural Youth (CMY). (2018). Information Sheet: Youth arrivals to Victoria July 2016-June 2017. Author.
3. Baker, J. A. (2006). Contributions of teacher–child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44(3), 211–229. https://doi.org/10.1016/j.jsp.2006.02.002
4. Berger, E. (2019). Multi-tiered approaches to trauma-informed care in schools: A systematic review. School Mental Health, 11(4), 650–664. https://doi.org/10.1007/s12310-019-09326-0
5. Berger, E., & Samuel, S. (2020). A qualitative analysis of the experiences, training, and support needs of school mental health workers regarding student trauma. Australian Psychologist, 55(5), 498–507. https://doi.org/10.1111/ap.12452
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