Traumatized
Child:
The
Effects of Stress, Trauma, & Violence on Student Learning
Instructor
Name: Dr. Pamela
Bernards, Ed.D.
Facilitator
Name: Joan S. Halverstadt
Phone: 509-891-7219
Office Hours: 8 a.m. to 5 p.m.
PST Monday – Friday
Email: joanh@virtualeduc.com
Address: Virtual Education Software
16201 E Indiana Ave,
Suite 1450
Spokane, WA 99216
Technical Support: support@virtualeduc.com
Welcome to Traumatized Child: The Effects of Stress, Trauma, & Violence on Student Learning, an interactive, computer-based instruction course designed to help you identify and effectively teach students affected by stress, trauma, and/or violence. This course teaches you to recognize the signs of stress, trauma, or violence in students. It also discusses the specific factors that tend to be present in families and communities where stress and violence are common, as well as the long-term effects on children. A major emphasis of this course is on helping the participant understand the special learning needs of the student who is experiencing stress, trauma, or violence in his/her life and how to meet his/her needs in the regular classroom. Working with parents and community agencies is also emphasized.
This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer. Technical support information can be found in the Help section of your course.
Title: Traumatized
Child: The Effects of Stress, Trauma, & Violence on Student Learning
Instructor: Dr. Pamela Bernards, Ed.D.
Facilitator: Joan S. Halverstadt, M.Ed., School
Counselor
Publisher:
Virtual Education Software, inc. 2004,
Revised 2010, Revised 2013, Revised 2016, Revised 2019, Revised 2022
The structure and format of most distance-learning courses
presume a high level of personal and academic integrity in completion and
submission of coursework. Individuals enrolled in a distance-learning course
are expected to adhere to the following standards of academic conduct.
Academic work submitted by the individual (such as papers, assignments, reports, tests) shall be the student’s own work or appropriately attributed, in part or in whole, to its correct source. Submission of commercially prepared (or group prepared) materials as if they are one’s own work is unacceptable.
The individual will encourage honesty in others by refraining from providing materials or information to another person with knowledge that these materials or information will be used improperly.
Violations of these academic standards will result in
the assignment of a failing grade and subsequent loss of credit for the course.
This course is designed to be an informational course with application to educational settings. The intervention strategies are designed to be used for the remediation of students experiencing stress, trauma, or exposure to violence, ranging in age from approximately three to eighteen years. Some alterations may be needed if working with specific populations such as gifted, ESL or special education.
At the conclusion of this course students will:
1)
Understand the educator’s role in supporting and accommodating
students who have special learning needs arising from exposure to stress,
trauma, or violence in their lives
2)
Understand the educator’s role in protecting and
supporting vulnerable students
3)
Recognize the symptoms of stress, trauma, and violence
4)
Understand how stress, trauma, or violence affects
brain development and learning
5)
Understand how stress,
trauma, or violence affects social-emotional development
6)
Understand the causes of stress, trauma, and
violence in families and society
7)
Understand the special learning needs these
students bring to the classroom
8)
Gain techniques for supporting students and
families affected by stress, trauma, or violence
9)
Learn intervention techniques applicable to the
classroom setting
10) Gain a wider knowledge of available outside resources and support systems
11) Understand the educator’s role in the intervention and prevention of violence
12) Be able to research, list, and discuss state and/or district reporting
mandates and the requirements and limitations on determining suspected child abuse
13) Know how to explore violence prevention resources and curricula
This course is designed to help classroom teachers, school counselors and other educational personnel gain strategies to reach and teach students who have been affected by stress, trauma and/or violence. Participants will learn the signs and symptoms of stress and trauma. Participants will explore how stress, violence, and trauma affect a student’s learning, cognitive brain development, and social-emotional development. The short- and long-term consequences of being exposed to stress, trauma, or violence, as well as the social and family causes, will be reviewed. Participants will learn the dynamics of domestic violence and community violence. The educator’s role in the intervention and prevention of violence will be discussed.
The course is divided into four chapters. Each chapter discusses a particular topic of stress, trauma, or violence. There will be numerous “checkpoint” questions inserted throughout the reading, which are designed to help students review the content and apply it to their own educational setting. The chapters are sequential and should be completed in the order in which they are presented. At the completion of each chapter, there will be an examination covering the material. Students must complete the examination before proceeding to the next chapter. This sequential approach to learning will help all participants gain a better understanding of what they have learned as they proceed through the course. This course is appropriate for educators seeking training in working with toddlers through adolescents, as well as those who work directly with families.
Although this course is not a comprehensive presentation of the educational issues surrounding stress, trauma, and violence, it certainly includes a wealth of research covering many topics which are not covered in the scope of this course. The instructor highly recommends that you augment your readings from this course with further research to gain a fuller understanding of the complexities of this subject. However, the material presented in this course will give you a broader understanding of the topics of stress, violence, and trauma. It will also give you information to apply directly to your work with students in the classroom and community.
As a student you will be
expected to:
·
Complete
all four information sections
showing a competent understanding of the material presented in each section.
·
Complete
all four section examinations,
showing a competent understanding of the material presented. You must obtain an overall score of 70% or
higher, with no individual exam
score below 50%, and successfully complete ALL writing assignments to pass this
course. *Please note: Minimum exam score requirements may vary by college or
university; therefore, you should refer to your course addendum to determine
what your minimum exam score requirements are.
·
Complete
a review of any section on which your examination score was below 50%.
·
Retake
any examination, after completing an information review, to increase that
examination score to a minimum of 50%, making sure to also be achieving an
overall exam score of a minimum 70% (maximum of three attempts). *Please note: Minimum exam score requirements may vary by college or
university; therefore, you should refer to your course addendum to determine
what your minimum exam score requirements are.
·
Complete
all course journal article and essay writing assignments with the minimum word
count shown for each writing assignment.
·
Complete
a course evaluation form at the end of the course.
This chapter will discuss the effects of stress on student learning. The causes of stress and how children react to stress will be presented. The long-term effects of adverse childhood experiences will be reviewed. School stress and coping skills for dealing with stress will also be discussed.
This chapter will discuss the effects of trauma on student learning. The way in which childhood trauma affects the brain development of young children will be a special focus. Post Traumatic Stress Syndrome in children will be discussed, as will strategies educators can use in the classroom to accommodate students who have special learning needs due to exposure to trauma.
The focus of this chapter will be the dynamics of family violence, especially domestic violence, in terms of its causes and repercussions. The ways in which children react to family violence and how exposure to family violence influences a child’s overall development are discussed.
This chapter discusses bullying and the physical and emotional violence that can occur in the school setting, as well as in the school, community, and media. In addition, a discussion of strategies for how educators can include violence prevention curricula in their program and plans for dealing with school violence is included. Strategies for practicing Trauma-Informed Teaching are included in this chapter.
At the end of each course chapter, you will be expected to complete an examination designed to assess your knowledge. You may take these exams a total of three times. Your last score will save, not the highest score. After your third attempt, each examination will lock and not allow further access. The average from your exam scores will be printed on your certificate. However, this is not your final grade since your required writing assignments have not been reviewed. Exceptionally written or poorly written required writing assignments, or violation of the academic integrity policy in the course syllabus, will affect your grade. As this is a self-paced computerized instruction program, you may review course information as often as necessary. You will not be able to exit any examinations until you have answered all questions. If you try to exit the exam before you complete all questions, your information will be lost. You are expected to complete the entire exam in one sitting.
All assignments are
reviewed and may impact your final grade. Exceptionally
or poorly written assignments, or violation of the Academic Integrity Policy
(see course syllabus for policy), will affect your grade. Fifty percent of your
grade is determined by your writing assignments, and your overall exam score
determines the other fifty percent. Refer to the Essay Grading Guidelines, which were sent as an attachment with your
original course link. You should also
refer to the Course Syllabus Addendum, which was sent as an attachment with
your original course link, to determine if you have any writing assignments in
addition to the Critical Thinking Questions (CTQ) and Journal Article
Summations (JAS). If you do, the Essay Grading Guidelines will also apply.
Your writing assignments must meet the minimum word count and are not to include the question or your final citations as part of your word count. In other words, the question and citations are not to be used as a means to meet the minimum word count.
There are four CTQs that you are
required to complete. You
will need to write a minimum of 500 words (maximum 1,000) per
essay. You should explain how the information that you gained from the course
will be applied and clearly convey a strong understanding of the course content
as it relates to each CTQ. To view the questions, click on REQUIRED ESSAY and
choose the CTQ that you are ready to complete; this will bring up a screen where
you may enter your essay. Prior to course submission, you may go back at any
point to edit your essay, but you must be certain to click SAVE once you are
done with your edits.
You
must click SAVE before you write another essay or move on to another part of
the course.
You are required to write, in
your own words, a summary on a total of three peer-reviewed or scholarly
journal articles (one article per JAS), written by an author with a Ph.D.,
Ed.D. or similar, on the topic outlined within each JAS section in the “Required
Essays” portion of the course (blogs, abstracts, news articles, or similar are
not acceptable). Your article choice must relate specifically to the discussion
topic listed in each individual JAS. You will choose a total of three relevant articles
(one article per JAS) and write a thorough
summary of the information presented in each article (you must write a minimum
of 200 words with a 400 word maximum per JAS). Be sure
to provide the URL or the journal name, volume, date, and any other critical
information to allow the facilitator to access and review each article.
To write your summary, click on REQUIRED ESSAYS and choose the JAS that you would like to complete. A writing program will automatically launch where you can write your summary. When you are ready to stop, click SAVE. Prior to course submission you may go back at any point to edit your summaries but you must be certain to click SAVE once you are done with your edits. For more information on the features of this assignment, please consult the HELP menu.
You
must click SAVE before you write another summary or move on to another part of
the course.
Joan Halverstadt
is a retired Special Services Director, School Psychologist, and School Counselor.
She has 15 years’ experience as a school counselor, working with at-risk
preschool and elementary-aged students. Ms. Halverstadt has over 50 years of experience working in early childhood
education with children and families, including working with children affected
by family issues, abuse, or trauma. She also teaches graduate-level education
counseling, early childhood, and special education courses for teachers and
counselors. She received her National Certification and School Psychology
Educational Specialist degree from Seattle University, her School Counseling
Educational Staff Associate Degree from City
University, her Master’s in Education from George Mason University, and her BA
in Psychology and Elementary Education from Whitman College. In retirement, Joan volunteers as a
Dependency Guardian Ad Litem for Thurston County Child Protection Services. Please
contact Professor Halverstadt if you have course content or examination
questions.
Pamela Bernards has 30 years of combined experience in diverse PK–8 and high school settings as a teacher and an administrator. In addition to these responsibilities, she was the founding director of a K–8 after school care program and founder of a pre-school program for infants to 4-year-olds to address all early childhood issues. When she was a principal, her school was named a U.S. Department of Education Blue Ribbon School of Excellence. More recently, the school in which she serves as curriculum coordinator was named a 2010 Blue Ribbon School. Areas of interest include curriculum, research-based teaching practices, staff development, assessment, data-driven instruction, and instructional intervention with exceptional populations. She received a doctorate in Leadership and Professional Practice from Trevecca Nazarene University.
Please contact Professor
Halverstadt if you have course content or examination questions.
You may contact the facilitator by emailing Professor Halverstadt at joanh@virtualeduc.com or calling her at 509-891-7219, Monday through Friday, 8:00 a.m. – 5:00 p.m. PST. Phone messages will be answered within 24 hours. Phone conferences will be limited to ten minutes per student, per day, given that this is a self-paced instructional program. Please do not contact the instructor about technical problems, course glitches, or other issues that involve the operation of the course.
If you have questions or problems related to the operation of this course, please try everything twice. If the problem persists, please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help section of your course.
If you need personal assistance then email support@virtualeduc.com or call 509-891-7219. When contacting technical support, please know your course version number (it is located at the bottom left side of the Welcome Screen) and your operating system, and be seated in front of the computer at the time of your call.
Please refer to VESi’s website: www.virtualeduc.com or contact VESi if you have further questions about the compatibility of your operating system.
Refer to the addendum regarding
Grading Criteria, Course Completion Information, Items to be Submitted, and how
to submit your completed information. The addendum will also note any
additional course assignments that you may be required to complete that are not
listed in this syllabus.
Akan, Y. (2021). Investigation of the effect of the “Violence
Reduction Psychoeducation Program” on anger, violence
and aggression levels of students. International Journal of Progressive
Education, 17(1). https://scholar.google.com/scholar?q=Akan,+Y.+(2021).+Investigation+of+the+effect+of+the+%E2%80%9CViolence+Reduction+Psychoeducation+Program%E2%80%9D&hl=en&as_sdt=0&as_vis=1&oi=scholart
America’s Health Rankings. (n.d.). Teen suicide. https://www.americashealthrankings.org/explore/health-of-women-and-children/measure/teen_suicide/state/ALL
American Academy of Children and Adolescent
Psychiatry. (2014, December). Facts for families. Children and TV Violence #13. http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Children-And-TV-Violence-013.aspx
American Academy of Children and Adolescent
Psychiatry. (2015, December). Facts for families. Violent behavior in children and adolescents #55. http://www.aacap.org/aacap/families_and_youth/facts_for_families/fff-guide/Understanding-Violent-Behavior-In-Children-and-Adolescents-055.aspx
American Academy of Child & Adolescent Psychiatry.
(2020). Screen time and children. https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Children-And-Watching-TV-054.aspx
American Psychological Association. (2017). The
psychology of hate crimes. https://www.apa.org/topics/gun-violence-crime/hate-crimes
American Psychological Association. (2022a). Identifying signs of stress
in your children and teens. https://www.apa.org/topics/stress/children
American Psychological Association. (2020). Resilience guide for parents and teachers. www.apa.org/helpcenter/resilience.aspx
American Psychological Association. (2000). Violent
video games can increase aggression. https://www.apa.org/news/press/releases/2000/04/video-games
American Psychological Association. (2022b, March 17).
Teachers, other school personnel, experience
violence, threats, harassment during pandemic. https://www.apa.org/news/press/releases/2022/03/school-staff-violence-pandemic
American Public Health Association. (2018, February). Chronic
stress and the risk of high school dropout. https://www.apha.org/-/media/files/pdf/sbhc/chronic_stress.ashx
Anderson, C. A., Bushman, B. J., Bartholow, B. D.,
Cantor, J., Christakis, D., Coyne, S. M., et al. (2017). Screen violence and
youth behavior. Pediatrics, 140(Suppl 2), S142–S147. https://doi.org/10.1542/peds.2016-1758T
Banks, R. (n.d.). Bullying in schools. International
Child and Youth Care Network. https://cyc-net.org/profession/readarounds/ra-banks.html
Bartlett, D. J., Smith, S., & Bringwatt, E.
(2017). Helping young children who have
experienced trauma: Policies and strategies for early care and education. Child
Trends. https://www.childtrends.org/publications/ecetrauma
Barnhart, A. (2006, March
3). Kids’ TV more violent than adult shows. Boston
Children’s Hospital Digital Wellness Lab. https://digitalwellnesslab.org/press/kids-tv-more-violent-than-adult-shows/
Benitez, C. T., McNiel, D. T., & Binder, R. L.
(2010). Do protection orders protect? Journal of the American Academy of
Psychiatry and the Law, 38(3), 376–385. https://jaapl.org/content/38/3/376
Bethell, C. D., Newacheck, P., Hawes, E., &
Halfon, N. (2014). Adverse childhood experiences: Assessing the impact on
health and school environment and the mitigating role of resilience. Health Affairs, 33(12), 2106–2115. https://doi.org/10.1377/hlthaff.2014.0914
Bethell, C.D., Carle, A., Hudziak, J., Gombojav, N.,
Powers, K. Wade, R., & Braveman, P. (2017). Methods to assess adverse
childhood experiences of children and families: Toward approaches to promote
child well-being in policy and practice. Academic
Pediatrics, 17(7), S51–S69.
Blaustein, M., & Kinniburgh, K. (2019). Treating traumatic stress in children and adolescents.
Guilford.
Bokhove, C., Muijs, D., & Downey, C. (2022). The influence
of school climate and achievement on bullying:
Comparative evidence from international large-scale assessment data. Educational
Research,
64, 18–40. https://doi.org/10.1080/00131881.2021.1992294
Boxer, P., & Sloan-Power, E. (2013). Coping with
violence: A comprehensive framework and implications for understanding
resilience. Trauma, Violence, & Abuse, 14(3). https://doi.org/10.1177/1524838013487806
Boyle, Patrick. Case Western Reserve/Trauma Informed Care. (n.d.). Transforming
culture, policy & practice of organizations. https://case.edu/socialwork/centerforebp/resources/transforming-culture-policy-and-practice
Brady Center to Prevent Gun Violence. (2019).
Statistics. https://www.bradyunited.org/key-statistics
Brohl, K. (2016). Working with traumatized children: A handbook
for healing (3rd ed.). CWLA Press.
Brown, C. L., Yilanli, M., & Rabbitt, A. L.
(2022). Child physical abuse and neglect. In StatPearls. https://pubmed.ncbi.nlm.nih.gov/29262061/
Bullying Statistics. (n.d.). Cyber bullying statistics.
http://www.bullyingstatistics.org/content/cyber-bullying-statistics.html
Burke Harris, N. (2018). The deepest well: Healing the long-term effects of childhood adversity.
Houghton Mifflin Harcourt.
Buss, C., Entringer, S., Moog, N. K., Toepfer, P.,
Fair, D. A., Simhan, H. N., & Wadhwa, P. D. (2017). Intergenerational
transmission of maternal childhood maltreatment exposure: Implications for
fetal brain development. Journal of the
American Academy of Child & Adolescent Psychiatry, 56(5), 573–604. https://doi.org/10.1016/j.jaac.2017.03.001
Buz, E., & Guzman, M. (2007). Bullying and victimization: What adults can do to help (leader guide).
University of Nebraska Cooperative Extension Service. http://extensionpublications.unl.edu/assets/pdf/hef582.pdf
CalSCHLS. (n.d.). School
safety. https://www.calschls.org/reports-data/query-calschls/?ind=68
Cantor, J. (1998). Ratings
for program content: The role of research findings. Annals of the American
Academy of Political and Social Science, 557, 54–69. https://web.asc.upenn.edu/gerbner/Asset.aspx?assetID=2316
Case Western Reserve/Trauma
Informed Care. (n.d.). Transforming culture,
policy & practice of organizations. https://case.edu/socialwork/centerforebp/resources/transforming-culture-policy-and-practice
Center for Abused Persons. (n.d.). Statistics on
intimate partner violence and sexual assault. https://www.centerforabusedpersonscharlescounty.org/learn-more
CDC [Centers for
Disease Control and Prevention].
(2011). National intimate partner and sexual assault survey: 2010 summary
report. https://www.cdc.gov/violenceprevention/pdf/nisvs_report2010-a.pdf
CDC. (2016). Understanding school violence. http://www.cdc.gov/violenceprevention/pdf/School_Violence_Fact_Sheet-a.pdf
CDC. (2017). Results
from the School Health Policies and Practices Study: 2016. Retrieved from https://www.cdc.gov/healthyyouth/data/shpps/pdf/shpps-results_2016.pdf
CDC. (2018). Preventing adverse childhood
experiences training. https://www.cdc.gov/violenceprevention/aces/fastfact.html
CDC. (2019). Youth Behavioral Risk Survey. https://www.cdc.gov/healthyyouth/data/yrbs/pdf/YRBSDataSummaryTrendsReport2019-508.pdf
CDC. (2020a, March 2). Violence prevention: Risk
and protective factors. https://www.cdc.gov/violenceprevention/youthviolence/riskprotectivefactors.html
CDC. (2020b, August 21). Youth risk behavior
surveillance—United States, 2019. Morbidity and Mortality Weekly Report, 69(1),
1–85. www.cdc.gov/healthyyouth/data/yrbs/pdf/2019/su6901-H.pdf
CDC. (2021). Suicide mortality in the United
States, 1999–2019. National Center for Health Statistics. https://www.cdc.gov/nchs/products/databriefs/db398.htm#section_4
CDC (2022a). Fast facts: Preventing child abuse
& neglect. https://www.cdc.gov/violenceprevention/childabuseandneglect/fastfact.html
CDC. (2022b). Suicide prevention: Fast facts. https://www.cdc.gov/suicide/facts/index.html
CDC. Children's Mental Health:
Data & Statistics. https://www.cdc.gov/childrensmentalhealth/data.html
Chang, J. H., & Bushman, B. J. (2019). Effect of
exposure to gun violence in video games on children’s dangerous behavior with
real guns: A randomized clinical trial. JAMA Network Open, 2(5),
e194319. https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2734799
Chapman, L. (2014). Neurobiologically informed trauma therapy with children and
adolescents: Understanding mechanisms of change. W. W. Norton.
Cherry, K. (2022). The five levels of Maslow’s
hierarchy of needs. Very
Well Mind. https://www.verywellmind.com/what-is-maslows-hierarchy-of-needs-4136760
Child Trends. (2018). The
prevalence of adverse childhood experiences, nationally, by state, or by race or
ethnicity. https://www.childtrends.org/publications/prevalence-adverse-childhood-experiences-nationally-state-race-ethnicity
Child Welfare
Information Gateway. Protective Factors Toolkit.https://www.childwelfare.gov/topics/preventing/promoting/protectfactors/protective-factors-toolkit/
Child Welfare Information Gateway. (2015). Understanding the effects of maltreatment on
brain development. https://www.childwelfare.gov/pubs/issue-briefs/brain-development/
Childhood Domestic Violence Association. (2011, June
6). 10 alarming domestic violence statistics. https://cdv.org/2011/06/10-alarming-domestic-violence-statistics/
Children’s Defense Fund. (2020). Moments in America for children. https://www.childrensdefense.org/policy/resources/soac-2020-moments/
Children’s Defense Fund. (2021).
State of America’s children. https://www.childrensdefense.org/state-of-americas-children/
City of Manchester, NH. (n.d.). Domestic and sexual
violence. https://www.manchesternh.gov/Departments/Police/Domestic-and-Sexual-Violence
Cohen, J., Mannarino, A., & Deblinger, D. (2017). Treating trauma and traumatic grief in children and adolescents (2nd
ed.). Guilford.
Cook, S. (2022, November
14). Cyberbullying facts and statistics for 2018–2022. Comparitech. https://www.comparitech.com/internet-providers/cyberbullying-statistics/#8_Cyberbullying_may_be_contributing_to_the_increase_in_youth_suicides
Council for a Strong
America. (2019). From risk to opportunity: Afterschool programs keep kids
safe. https://www.strongnation.org/articles/930-from-risk-to-opportunity-afterschool-programs-keep-kids-safe
Crisis Prevention Institute.
(2022) Trauma informed care for educators.
https://www.crisisprevention.com/Blog/Trauma-Informed-Care
Crisis Prevention Institute, Inc.
(2022.). Trauma-informed care resources guide. https://www.crisisprevention.com/CPI/media/Media/download/PDF_TICRG.pdf
Crisis and Trauma Resources Institute Inc. (2022). Crisis
management team checklist. https://www.smartsheet.com/sites/default/files/2020-05/IC-Crisis-Management-Team-Checklist_First-Response-by-Role-10811_PDF.pdf
Crisis and Trauma Resources Institute Inc. (2022). Crisis response
checklist. https://ctrinstitute.com/resources/crisis-response-checklist/
Cummings, K., Addante, S.,
Swindell, J., & Meadan, H. (2017). Creative supportive environments for children who have had exposure to
traumatic events. Child Family Studies,
26, 2728–2741. https://doi.org/10.1007/s10826-017-0774-9
Cunningham, A., & Baker, L. (2007). Little eyes,
little ears: How violence against a mother shapes children as they grow. Centre
for Children and Families in the Justice System. https://www2.illinois.gov/dcfs/safekids/protecting/Documents/little_eyes_little_ears.pdf
Das Dasgupta, S. (2002). A framework for understanding
women’s use of nonlethal violence in intimate heterosexual relationships. Violence
Against Women, 8(11). https://journals.sagepub.com/doi/10.1177/107780102237408
Derin, S., Selman, S., Alyanak, B., & Soylu, N. (2022). Rhe
role of adverse childhood experiences and attachment styles in
social anxiety disorder in adolescents. Clinical Child Psychology &
Psychiatry, 27(3), 644–657. https://doi.org/10.1177/13591045221078085
Dimetman, N.
(2022, January 7). Missing children statistics and
resources. https://www.justgreatlawyers.com/legal-guides/missing-children-statistics
DOJ [U.S.
Department of Justice]. (2000, July). Extent, nature, and consequences of
intimate partner violence. Office of Justice Programs, National Institute
of Justice. https://www.ojp.gov/pdffiles1/nij/181867.pdf
DOJ. (2011). Juvenile Justice Bulletin: National survey
of children’s exposure to violence, October. Office of Justice Programs. https://www.ojp.gov/pdffiles1/ojjdp/232272.pdf
DomesticShelters.org. (2016). Runaway youth. https://www.domesticshelters.org/articles/children-and-domestic-violence/runaway-youth
Domestic Violence Services, Inc. (n.d.). Children &
domestic violence statistics. https://www.dvs-or.org/children-domestic-violence-statistics/
DoSomething.org. (n.d.). 11 facts about domestic and
dating violence. https://www.dosomething.org/us/facts/11-facts-about-domestic-and-dating-violence#fn7
Ducharme, J. (2019, May 17). The gap between male and
female suicide rates is narrowing in the U.S. Journal of Human Behavior in the Social Environment, 28(3),
381–392.
Dye, H. (2018). The impact
and long-term effects of childhood trauma. Time. https://time.com/5590344/youth-suicide-rates/
Einiö, E., Metsä-Simola, N., Aaltonen, M., Hiltunen,
E., & Martikainen, P. (2022). Partner violence surrounding divorce: A
record-linkage study of wives and their husbands. Journal of Marriage and
Family, September. https://doi.org/10.1111/jomf.12881
Erikson, E. (1985). Childhood and society. Norton.
Everytown. (2021). The impact of gun violence on
children and teens. https://everytownresearch.org/report/the-impact-of-gun-violence-on-children-and-teens/#key-findings
Flannery,
M. E. (2016). How
trauma is changing children’s brains: Understanding
how severe stress affects students is the important first step in creating
trauma-sensitive classrooms. National Education
Association. https://www.nea.org/advocating-for-change/new-from-nea/how-trauma-changing-childrens-brains
Gardner, M., Roth, J. L., & Brooks-Gunn, J. (2009,
October). Can after-school programs help level the academic playing field for
disadvantaged youth? https://files.eric.ed.gov/fulltext/ED523997.pdf
Goldman, L. (2014). Raising our children to be resilient: A guide to helping children cope
with trauma in today’s world (1st ed.). Taylor & Francis.
Greenwald, R. (2015, September). Child trauma handbook (2nd ed.). Taylor & Francis.
Grolier Multimedia
Encyclopedia. (n.d.). Explore more with facts for now. Scholastic. https://factsfornow.scholastic.com/article?product_id=gme&type=0ta&uid=10806729&id=0285953-0
Grotberg, E. (1999).
Countering depression with the five building blocks of resilience. Reaching
Today’s Youth: The Community Circle of Caring Journal, 4, 66–72.
Guttman, A. (2023, January
6). Children and media in the U.S.—Statistics and facts. Statista. https://www.statista.com/topics/3980/children-and-media-in-the-us/#topicHeader__wrapper
Hatzipanagos, R. (2018,
November 30). How online hate turns into real-life violence. Washington
Post. https://www.washingtonpost.com/nation/2018/11/30/how-online-hate-speech-is-fueling-real-life-violence/
Hawkins, R. (2016, February
10). How to recognize the warning signs of suicide. Rollingout.
https://rollingout.com/2016/02/10/how-to-recognize-the-warning-signs-of-suicide/
HealthyChildren.org. (2022,
November 17). Teen suicide risk: What parents should know. https://www.healthychildren.org/English/health-issues/conditions/emotional-problems/Pages/Which-Kids-are-at-Highest-Risk-for-Suicide.aspx
HHS [U.S. Department of
Health and Human Services], Administration for Children and Families,
Administration on Children, Youth and Families, Children’s Bureau. (2022). Child
maltreatment 2020. https://www.acf.hhs.gov/cb/data-research/child-maltreatment
Huecker, M. R., King, K. C.,
Jordan, G. A., & Smock, W. (2022). Domestic violence. National Institutes
of Health, National Library of Medicine. https://www.ncbi.nlm.nih.gov/books/NBK499891/
Hull, R. (2017). Trauma informed education: Improving educational
and emotional outcomes for your most challenging students. PESI
Publications.
Illinois Department of DCFS. (n.d.). Protecting
children from domestic violence. https://www2.illinois.gov/dcfs/safekids/protecting/Pages/dom_violence.aspx
Irwin, V., Wang, K., Cui, J., Zhang, J., &
Thompson, A. (2021). Report on indicators of school crime and safety: 2020
(NCES 2021-092/NCJ 300772). National Center for Education Statistics, U.S.
Department of Education, and Bureau of Justice Statistics, Office of Justice
Programs, U.S. Department of Justice. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021092
John Jay College of Criminal Justice Research and
Evaluation Center. (2016). Total youth arrests for violent crime still falling nationwide. https://johnjayrec.nyc/2016/09/27/databit201601
K–12Dive. (2022, April 4). The role of parents and
educators in suicide prevention. https://www.k12dive.com/spons/the-role-of-parents-and-educators-in-suicide-prevention/620819/
Kids Count Data Center. (2022). Children in poverty
in the United States. The Annie E. Casey Foundation. https://datacenter.kidscount.org/data/tables/43-children-in-poverty#detailed/1/any/false/2048,1729,37,871,870,573,869,36,868,867/any/321,322
Kirsh, S. J. (2006). Cartoon violence and aggression
in youth. Aggression and Violent Behavior, 11(6), 547–557. https://doi.org/10.1016/j.avb.2005.10.002
Kostelnik, M. (2016). Helping children resolve conflict: Aggressive behavior of children.
NebGuide–University of Nebraska. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1072&context=cyfsfacpub
Kumar, K. (2021). Does exposure to media violence
cause aggressive behavior? MedicineNet. https://www.medicinenet.com/exposure_media_violence_cause_aggressive_behavior/article.htm
Le Menestrel, S., & Rivara, F. (Eds.). (2016). Preventing
bullying through science, policy, and practice. National Academies Press.
Legner, L. (2022). Kids’ screen time: How much is
too much? OSF Healthcare. https://www.osfhealthcare.org/blog/kids-screen-time-how-much-is-too-much/
Levine, P., & Klein, M. (2019). Trauma through a child’s
eyes: Awakening the ordinary miracle of healing infancy through adolescence. North
Atlantic Books.
Levy, N., Sadir, M., &
Singagliese, J. (2020). Trauma informed
teaching strategies That are good for all. NL Books.
Li, P. (2022, December 17). How aggressive
parenting raises bullies or bullying victims. https://www.parentingforbrain.com/aggressive-parenting/
Lopez-Tamayo, R., Suarez, L., Simpson, D., &
Volpe, K. (2022). The impact of
adverse childhood experiences and community violence exposure on a sample of
anxious treatment seeking children. Journal of Child & Adolescent Trauma, 15, 1081–1093.
https://doi.org/10.1007/s40653-022-00447-4
Lussier, P., & Blokland A. (2014). The
adolescence-adulthood transition and Robins’s continuity paradox: Criminal
career patterns of juvenile and adult sex offenders in a prospective
longitudinal birth cohort study. Journal of Criminal Justice, 42,
153–163. https://doi.org/10.1016/j.jcrimjus.2013.07.004
Martens, T. (2022). How drugs & alcohol can
fuel violent behaviors. American Addiction Centers. https://americanaddictioncenters.org/rehab-guide/addiction-and-violence
Martin, S. L., Matza, L. S., & Kupper, L. L.
(1999). Domestic violence and sexually transmitted diseases: The experiences of
prenatal care patients. Public Health Reports, 114(3), 262–268. https://stacks.cdc.gov/view/cdc/64778
Mattson, S. A., Sigel, E., & Mercado, M. C.
(2020). Risk and protective factors associated with youth firearm access, possession
or carrying. American Journal of Criminal Justice, 45(5), 844–864. https://doi.org/10.1007/s12103-020-09521-9
National Center on Education Statistics. (n.d.) Fast
facts: School crime. U.S. Department of Education, Institute of Education
Sciences. https://nces.ed.gov/fastfacts/display.asp?id=49
National Center on Education Statistics. (2018,
March). Indicators of school crime and
safety: 2017 report. https://nces.ed.gov/pubs2018/2018036.pdf
National Center on Education Statistics. (2019, July).
Web tables: Student reports of bullying: Results from the 2017 school crime
supplement to the National Crime Victimization Survey. U.S. Department of
Education. https://nces.ed.gov/pubs2019/2019054.pdf
National Center on Education Statistics. (2021). Threats
and injuries with weapons on school property. https://nces.ed.gov/programs/coe/indicator/a04/threats-injuries-with-weapon
National Center on Education Statistics. (2022a). Criminal
incidents recorded by public schools and those reported to sworn law
enforcement. condition of education. U.S. Department of Education,
Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/a06
National Center on Education Statistics. (2022b). Students
carrying weapons and students’ access to firearms. U.S. Department of
Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/a13/student-weapons-firearms
National Center for Injury Prevention and Control,
Division of Violence Prevention. (2017). Preventing bullying. https://www.cdc.gov/violenceprevention/pdf/bullying-factsheet508.pdf
National Center for Injury
Prevention and Control, Division of Violence Prevention. (2021). Preventing youth violence. www.cdc.gov/violenceprevention
National Center of Continuing Education, Inc. (n.d.). Domestic
violence: Breaking the silence. https://www.nursece.com/courses/114-domestic-violence-breaking-the-silence
National Coalition Against Domestic Violence. (n.d.). Dynamics
of abuse. https://ncadv.org/dynamics-of-abuse
National Coalition Against Domestic Violence. (n.d.). Statistics.
https://ncadv.org/STATISTICS
National Coalition Against Domestic Violence. (2018.).
Domestic violence [Fact sheet]. https://www.speakcdn.com/assets/2497/domestic_violence2.pdf
National Coalition Against Domestic Violence. (2021). What
is domestic violence? https://www.thehotline.org/is-this-abuse/abuse-defined/
National Conference of State Legislators.https://www.ncsl.org/research/health/adverse-childhood-experiences-aces.aspx
National Domestic Violence Hotline, Domestic
Violence Statistics https://www.thehotline.org/stakeholders/domestic-violence-statistics/
National
Education Association. (2016). Teaching children from poverty and trauma. https://www.nea.org/sites/default/files/2020-07/NEAPovertyTraumaHandbook.pdf
NIJ [National Institute of Justice]. (2016a, September
21). Children exposed to violence. https://nij.ojp.gov/topics/articles/children-exposed-violence
NIJ. (2016b). School crime and safety. https://nij.ojp.gov/topics/crime/school-crime-and-safety
National Institute of Mental Health. (n.d.). Suicide. https://www.nimh.nih.gov/health/statistics/suicide
National Mental Health Association. (2022). Fact sheet: Post-traumatic
stress disorder. https://www.ssa.gov/disability/Documents/PTSD%20Fact%20Sheet.pdf
National Survey of Children’s Health. (2018). ACES
brief update. Annie Casey
Foundation. https://www.childtrends.org/publications/prevalence-adverse-childhood-experiences-nationally-state-race-ethnicity
Newport
Academy. (2022, May 12). New research on LGBTQ teen suicide rates. https://www.newportacademy.com/resources/mental-health/lgbt-suicide-rates/
O’Donnell,
J., & Quarshie, M. (2019, January 31). The startling toll on children who
witness domestic violence is just now being understood. USA Today. https://www.usatoday.com/story/news/health/2019/01/29/domestic-violence-research-children-abuse-mental-health-learning-aces/2227218002/
Office of
Juvenile Justice and Delinquency Prevention. (n.d.). 2. Prosecute certain
serious, violent, and chronic juvenile offenders in criminal court. https://ojjdp.ojp.gov/sites/g/files/xyckuh176/files/action/sec2.htm
Office of
Juvenile Justice and Delinquency Prevention. (2022). Statistical briefing book:
Offending by juveniles. https://www.ojjdp.gov/ojstatbb/offenders/qa03401.asp
Office on
Women’s Health. (2021). Mental health: Abuse, trauma, and mental health. https://www.womenshealth.gov/mental-health/abuse-trauma-and-mental-health
Patchin,
J. W. (2017). Millions of students skip school each year because of
bullying. Cyberbullying Research Center. https://cyberbullying.org/millions-students-skip-school-year-bullying
Pearl, R.
(2013). Domestic violence: The secret killer that costs $8.3 billion annually. Forbes.
https://www.forbes.com/sites/robertpearl/2013/12/05/domestic-violence-the-secret-killer-that-costs-8-3-billion-annually/?sh=326e73d04681
Prevent
Child Abuse America. (2020). Adverse childhood
experiences (ACEs) prevention. https://preventchildabuse.org/what-we-do/aces/
Perrin, A. (2018). 5 facts about Americans and
video games. Pew Research Center. https://www.pewresearch.org/fact-tank/2018/09/17/5-facts-about-americans-and-video-games/
Perry, B. D. (1997). Incubated in terror:
Neurodevelopmental factors in the cycle of violence. In J. Osofsky (Ed.), Children, youth, and violence: The search
for solutions (pp. 124–148). Guilford Press.
Perry, B. (2004).
Maltreatment and the developing child: How early childhood experience shapes child and culture.
The Margaret McCain Lecture Series. https://www.gvsu.edu/cms4/asset/903124DF-BD7F-3286-FE3330AA44F994DE/maltreating_and_the_developing_child.pdf
Perry, (2007). Stress, trauma, and post-traumatic
stress disorders in children. The Child Trauma Academy. https://www.childtrauma.org/_files/ugd/aa51c7_60c617d2160b417d9ee0f80e5ca8eaac.pdf
Perry, B. D. (2009, December). The neurodevelopmental
impact of violence in childhood. In D. Schetky & E. Benedek (Eds.), Textbook of child and adolescent forensic
psychiatry (pp. 221–238). American Psychiatric Press.
Perry, B. (2014). The cost of caring: Understanding
and preventing secondary traumatic stress. The ChildTrauma Academy. https://www.ovc.ojp.gov/sites/g/files/xyckuh226/files/media/document/sts_impact_on_child_advocates-508.pdf
Perry, B. (2015). Understanding the effects of
maltreatment on brain development. https://www.childwelfare.gov/pubpdfs/brain_development.pdf
Perry, B. (2016, December 13). The brain science behind student trauma. Education Week. https://www.edweek.org/ew/articles/2016/12/14/the-brain-science-behind-student-trauma.html
Perry, B., & The Trauma
Academy. (2014). Helping traumatized children. https://www.childtrauma.org/_files/ugd/aa51c7_237459a7e16b4b7e9d2c4837c908eefe.pdf
PrepareRespondRecover.
(2000). Recognizing stress in children. Adapted by Dr. Karen DeBord.
Material from the Stress and Coping with Disaster manual from University
Extension in Columbia, Missouri. https://www.preparerespondrecover.com/childrensneeds/
Pfaff, A., & Schlarb, A.
(2022). Consequences of child maltreatment:
A glimpse at stress and sleep. Journal of Sleep Research, 31(2), e13456.
https://doi.org/10.1111/jsr.13456
Puzzanchera, C. (2021, May). Juvenile justice statistics:
National Report Series fact sheet: Juvenile arrests, 2019. U.S. Department
of Justice, Office of Justice Programs. https://ojjdp.ojp.gov/publications/juvenile-arrests-2019.pdf
Puzzanchera, C. (2022, August). Juvenile justice
statistics: National Report Series fact sheet: Trends in youth arrests for
violent crimes. U.S. Department of Justice, Office of Justice Programs. https://ojjdp.ojp.gov/publications/trends-in-youth-arrests.pdf
RAINN. (n.d.). Children and teens: Statistics. https://www.rainn.org/statistics/children-and-teens
Rapaport, L. (2020, January 20). Parents think
teens spend too much time playing video games. Reuters. https://www.reuters.com/article/us-health-teens-gaming/parents-think-teens-spend-too-much-time-playing-video-games-idUSKBN1ZJ25M
Reidy, D. (2003). Psychopathy and violence: Effects
of emotional detachment and antisocial behavior on laboratory aggression. https://getd.libs.uga.edu/pdfs/reidy_dennis_e_200508_ms.pdf
Rockland Community College. (2020). Understanding
the power and control perspective wheel. https://sunyrockland.edu/about/dei/domestic-violence/understanding-the-power-and-control-perspective-wheel/
Rousch, T. (2022, December 22). Homicide is a leading
cause of death among children in U.S., study finds. Forbes. https://www.forbes.com/sites/tylerroush/2022/12/19/homicide-is-a-leading-cause-of-death-among-children-in-us-study-finds/?sh=5c5e206f51f7
Ryan C., Huebner D., Diaz R., & Sanchez, J.
(2009). Family rejection as a predictor of negative health outcomes in White
and Latino LGB young adults. Pediatrics, 123, 346–352. https://doi.org/10.1542/peds.2007-3524
Salahi, L. (2012, October 19). Bullies nearly twice as likely to have mental health disorder. ABC
News. https://abcnews.go.com/Health/Wellness/bullies-mental-health-disorder/story?id=17518230
Sachs, G. (2015). Helping
the traumatized child: A workbook for therapists. Sachs
Center.
SafeSchools. (2018). Online safety training courses. https://www.safeschools.com/course_categories/
Salmivalli,, Laninga‐Wijnen, 1& Malamut
Natl Library of Medicine. Bullying Prevention in
Adolescence: Solutions and New Challenges from the Past Decade. (2021
Nov 24) https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9271952/
Sciaraffa, M., Zeanah, P., & Zeanah, C. (2018).
Understanding and promoting resilience in the context of adverse childhood
experiences. Early Childhood Education
Journal, 46, 343–353. https://doi.org/10.1007/s10643-017-0869-3
School Health Policies and Programs Study. (2016). Results from the school health policies and
practices study. CDC. https://www.cdc.gov/healthyyouth/data/shpps/pdf/shpps-results_2016.pdf
Shelter for Help in Emergency. (n.d.). Cycle of
violence. https://www.shelterforhelpinemergency.org/get-help/cycle-violence#:~:text=Therearethreephasesin,tendstoincreaseovertime
Shrivastava, A. K., Karia, S. B., Sonavane, S. S.,
& De Sousa, A. A. (2017). Child sexual abuse and the development of
psychiatric disorders: A neurobiological trajectory of pathogenesis. Indian
Journal of Psychiatry, 26(1), 4–12. https://doi.org/10.4103/ipj.ipj_38_15
Silverman, A. B., Reinherz, H. Z., & Giaconia, R.
M. (1996). The long-term sequelae of child and adolescent abuse: A longitudinal
community study. Child Abuse & Neglect, 20(8), 709–723. https://doi.org/10.1016/0145-2134(96)00059-2
Smith, S. G., Basile, K. C., & Kresnow, M. (2022,
April). The National Intimate Partner and Sexual Violence Survey: 2016/2017
report on stalking — Updated release. National Center for Injury Prevention
and Control, Centers for Disease Control and Prevention. https://www.cdc.gov/violenceprevention/pdf/nisvs/nisvsstalkingreport.pdf
Smith, S. G., Fowler, K. A., & Niolon, P. H.
(2014). Intimate partner homicide and corollary victims in 16 states: National
Violent Death Reporting System, 2003–2009. American Journal of Public
Health, March. https://ajph.aphapublications.org/doi/abs/10.2105/AJPH.2013.301582
Snyder, H. N., Espiritu, R. C., Huizinga, D., &
Petechuk, D. (2003, March). Prevalence and development of child delinquency. Child
Delinquency Bulletin Series, 2003. U.S. Department of Justice Office of
Justice Programs, Office of Juvenile Justice and
Delinquency Prevention. www.ojp.gov/pdffiles1/ojjdp/193411.pdf
Sorrels, B. (2015). Reaching and teaching children exposed to trauma. Gryphon House.
Stop Violence Against Women. (n.d.). Domestic
violence: Explore the issue. Minnesota Advocates for Human Rights. http://hrlibrary.umn.edu/svaw/domestic/explore/6support.htm
Substance Abuse and Mental Health Services
Administration [SAMHSA]. (2018). Trauma-informed care resources guide. https://institute.crisisprevention.com/Refresh-Trauma-Informed-Care.html
Sun, J., Patel, F., Rose-Jacobs, R. Frank, D. A.,
Black, M. M, & Chilton, M. (2017). Mothers’ adverse childhood experiences
and their young children’s development.
American Journal of Preventative
Medicine, 53(6), 882–891. https://doi.org/10.1016/j.amepre.2017.07.015
Supin, J. (2016, November). The long shadow: Bruce
Perry on the lingering effects of childhood trauma. The Sun, 4–13. https://thesunmagazine.org/issues/491/the-long-shadow
Thompson, M., & Marusak, H. (2017, February 7).
Toward understanding the impact of trauma on the early developing human brain. Neuroscience,
342, 55–67. https://doi.org/10.1016/j.neuroscience.2016.02.022
Tippitt, A. (2008). Edu-Lution.
Dog Ear.
Trauma and Learning Policy
and Learning Initiative. (2005). Helping traumatized children learn: S Report and Policy Agenda. https://traumasensitiveschools.org/wp-content/uploads/2013/06/Helping-Traumatized-Children-Learn.pdf
Trauma and Learning Policy
and Learning Initiative. (2013). Helping traumatized children learn: Creating and advocating for
trauma-sensitive schools. https://traumasensitiveschools.org/tlpi-publications/download-a-free-copy-of-a-guide-to-creating-trauma-sensitive-schools/
Trevillion, K., Oram, S., Feder, G., & Howard, L. M.
(2012). Experiences of domestic violence and mental disorders: A systematic
review and meta-analysis. PLOS One, 7, e51740.
United Way. (2022, October 26). Childhood poverty
in the United States. https://unitedwaynca.org/blog/child-poverty-in-america/#:~:text=AccordingtotheNationalCenter,belowthefederalpovertyline
U.S. Department of Agriculture: Safety, Health, and
Employee Welfare Division. (n.d.). Domestic
violence awareness handbook. http://www.dm.usda.gov/shmd/handbook.htm
U.S. Department of Health
and Human Services. (n.d.). School administrators:
Steps to prevent bullying in your school. https://www.glsen.org/activity/school-administrators-steps-address-bullying-your-school#:~:text=Receive%20and%20listen%20receptively%20to,action%20when%20bullying%20is%20observed.
U.S. Department of Justice. (2022, August 23). Youth
arrests for violent crime in 2020 drop to new low. [Press
release]. https://www.ojp.gov/news/news-release/youth-arrests-violent-crime-2020-drop-new-low
U.S. Department of Veterans Affairs, National Center
for PTSD. (2016). Common reactions to trauma. https://www.ptsd.va.gov/understand/isitptsd/common_reactions.asp
Vlasova, H. (2020, November 21). Bullying
statistics: Breakdown by the facts and figures. Admissionsly. https://admissionsly.com/bullying-statistics/
Walker, L. (1979). The
battered woman. Harper & Row.
Washington State Department of Children, Youth & Families. Strengthening Families Washington. https://www.dcyf.wa.gov/services/child-development-supports/sfwa
Wasserman, G. A., Keenan, K.,
Tremblay, R. E., Coie, J. D., Herrenkohl, T. I., Loeber, R., & Petechuk, D.
(2003, March). Risk and protective factors of child delinquency. Child Delinquency
Bulletin Series, April 2003. U.S. Department of Justice, Office of
Justice Programs, Office of Juvenile Justice and
Delinquency Prevention. https://www.ojp.gov/pdffiles1/ojjdp/193409.pdf
Whitney, D. C., & Wartella,
E. (2015). Violence and media. In J. D. Wright (Ed.), International
encyclopedia of the social & behavioral sciences. Elsevier.
Wordes, M., & Nunez, M.
(2002, May). Our vulnerable teenagers. National Council on Crime and
Delinquency & The National Center for Victims of Crime. https://victimsofcrime.org/doc/teen_victim_report.pdf
World Health Organization.
(2013). Global and regional estimates of violence against women. http://apps.who.int/iris/bitstream/handle/10665/85239/9789241564625_eng.pdf;jsessionid=6DF1D5F8DBE83E6AD95C81402174D719?sequence=1
World Population Review. (2023).
School shootings by country 2023. https://worldpopulationreview.com/country-rankings/school-shootings-by-country
Variety of drug prevention, bullying
and violence prevention, social skills, character ed., conflict resolution,
etc. resources
The Guidance Group 1-800-99-YOUTH. https://www.at-risk.com/
Second Step (PreK–K, Grades 1–3, Grades 4–6, & Grades
7–8)
(conflict resolution, problem solving, feelings, & impulse control)
Talking About Touching (personal safety) Toll Free: 1-800-634-4449
Working It Out at Madison High (13 videos for HS violence prevention)
In Search of Character (6th–12th)
1-800-328-0417 https://www.at-risk.com/
Prevent Violence With
Groark (5 violence prevention videos: 1st–3rd
grades)
https://www.amazon.com/PREVENT-VIOLENCE-GROARK-Grades-Tapes/dp/B06XBNLL87
Ready To Use Social Skills &
Activities (PK–K, 1–3, 4–6, 7–12)
https://www.amazon.com/Ready-Social-Skills-Lessons-Activities/dp/087628473X
The Power of Choice (12 videos for teens)
https://www.livewiremedia.com/product-category/high-school/character-education-high-school/
In Search of Character (10 videos for Jr. High & High School)
https://www.livewiremedia.com/product/in-search-of-character/
You Can Choose (10 videos for K–5)
https://www.livewiremedia.com/product/you-can-choose-video-series/
Big Changes, Big Choices (12 videos for 5th–9th grades)
1-800-966-3382
Be Cool (K–12) 6 levels
1-800-421-6534 https://stanfield.com/product/conflict-resolution/
Assist Program (Grades 1–3 & 4–6) (friendship skills,
anger, etc.)
Stop and Think Social Skills Program (PK–8)
Tough Choices & Right
Choices (Grades 5–12)
Bully Proofing series (PK–12)
RIDE (Responding to Individual
Differences in Education) (PK–8)
Phone: 1-303-651-2829/1-800-547-6747
Building Character
Toll Free: 1-800-231-9774 www.youngpeoplespress.com
How to Listen So Kids Will Talk &
Talk So Kids Will Listen
By Adele Faber & Elaine Mazlish
Simon & Schuster Pub.
Love & Logic
Toll Free: 1-800-338-4065 www.loveandlogic.com
Active Parenting Publishers
Toll Free: 1-800-825-0060 https://activeparenting.com/
Parenting Difficult Adolescents or Guidance Club for Parents of Teens
Bureau for At-Risk Youth
Toll Free: 1-800-99-YOUTH
Systematic Training for Effective
Parenting (STEP)
AGS
Toll Free: 1-800-720-1286 https://www.steppublishers.com/
Center for the Study of Prevention of
Violence
DomesticShelters.org
https://www.domesticshelters.org/
National Coalition Against Domestic
Violence
“The Problem” and “Getting Help”
National Domestic Violence Hotline
1-800-799-SAFE (7233)
National Network to End Domestic
Violence
National Resource Center on Domestic
Violence
Course content is updated every three
years. Due to this update timeline, some URL links may no longer be active or
may have changed. Please type the title of the organization into the command
line of any Internet browser search window and you will be able to find whether
the URL link is still active or any new link to the corresponding organization’s
web home page.
11/7/23 jn