Inspiring Quotes from Chapter 1 of Helping Traumatized Children Learn
Chapter one of the book Helping traumatized children learn contains several statements that are aimed at addressing the impacts of trauma on child education. The intended purpose of these sentiments is to offer better understanding of trauma, and their sources, symptoms that traumatized children manifest, also offer some insight into the solutions to these symptoms.
The first important statement from chapter one of the book regards human perception. It goes, “Our fundamental assumptions about ourselves and about the world around us are the lens through which we view and evaluate events and relationships” (p. 15, par. 2). This statement implies that how people regard themselves, as either important or not in the society, or what they perceive as dangerous or less harmful to themselves influences how they perceive different stimuli within their environment.
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Another important statement from chapter one of the book offers acumen into the meaning of trauma. Lines 1-3 of the third paragraph, page 18 explains that trauma is not an event, but rather described as a reaction to stressful experiences, especially when individual abilities to handle such situations is significantly undermined. The statement offers a description, shifting our attention away from traditional implications of trauma.
` Apart from the first two statements, the last and first paragraphs of pages 18 and 19 respectively also offer a powerful statement concerning trauma. The sentence seeks to explain the reasons why the same type of trauma could have different implications on different children. The statement explains that traumatic experiences are different from each other. The sentence adds that every child’s response to trauma is dependent on a number of factors such as coping skills and age.
Advancing the arguments above, paragraph 3, page 32 explores the relationship between trauma and classroom behavior among children. The statement says, “The school setting can be a battleground in which traumatized children’s assumptions of the world as a dangerous place sabotage their ability to develop constructive relationships with nurturing adults.” This statement serves to create awareness on the necessity of educators to possess trauma identification and counselling skills.
In addition to the statements discussed before, the first paragraph of page 15 also conveys a weighty assertion about trauma. The statement expounds on the sources of trauma and how trauma influences class performance. The statement reads, “Every child has his or her own expectations and insights, formed from experiences at home, in the community, and at school.”
Questions arising from reading Helping Traumatized Children Learn
One question that came into mind after reading the first chapter one of the book, Helping Traumatized Children Learn is the question of when it is appropriate to presume trauma is responsible for the difficulties children might be going through.
References
Cole, S.F., O’Brien, J.G., Gadd, M.G., Ristuccia, J., Wallace, D.L., & Gregory, M. (2009). Helping traumatized children learn: Supportive school environments for children traumatized by family violence. Boston: Massachusetts Advocates for Children.
