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題名:青少年童年逆境經驗之探究及校園創傷知情實踐
書刊名:中等教育
作者:張閔淳陳慧娟
作者(外文):Chang, Min-chunChen, Huey-jiuan
出版日期:2021
卷期:72:3
頁次:頁81-101
主題關鍵詞:青少年童年逆境經驗内化問題外化問題校園創傷知情AdolescentsAdverse childhood experiencesInternalizing problemsExternalizing problemsTrauma-informed in school
原始連結:連回原系統網址new window
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  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:35
  • 點閱點閱:14
期刊論文
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10.Hughes, K.、Bellis, M. A.、Hardcastle, K. A.、Sethi, D.、Butchart, A.、Mikton, C.、Jones, L.、Dunne, M. P.(2017)。The effect of multiple adverse childhood experiences on health: A systematic review and meta-analysis。The Lancet Public Health,2(8),e356-e366。  new window
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13.Felitti, V. J.、Anda, R. F.、Nordenberg, D.、Williamson, D. F.、Spitz, A. M.、Edwards, V.、Koss, M. P.、Marks, J. S.(1998)。Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. The Adverse Childhood Experiences (ACE) Study。American Journal of Preventive Medicine,14(4),245-258。  new window
14.留佩萱(2019)。用創傷知情眼光理解孩子。人本教育札記,363,48-51。  延伸查詢new window
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16.Afifi, T. O.、Taillieu, T.、Salmon, S.、Davila, I. G.、Stewart-Tufescu, A.、Fortier, J.、Struck, S.、Asmundson, G. J. G.、Sareen, J.、MacMillan, H. L.(2020)。Adverse childhood experiences (ACEs), peer victimization, and substance use among adolescents。Child Abuse & Neglect,106。  new window
17.Aho, N.、Gren-Landell, M.、Svedin, C. G.(2016)。The prevalence of potentially victimizing events, poly-victimization, and its association to sociodemographic factors: A Swedish youth survey。Journal of Inter-Personal Violence,31(4),620-651。  new window
18.Baroni, B.、Day, A.、Somers, C.、Crosby, S.、Pennefather, M.(2020)。Use of the Monarch Room as an alternative to suspension in addressing school discipline issues among court-involved youth。Urban Education,55(1),153-173。  new window
19.Beilis, M. A.、Hughes, K.、Ford, K.(2019)。Life course health consequences and associated annual costs of adverse childhood experiences across Europe and North America: A systematic review and meta-analysis。Lancet Public Health,4,e517-e528。  new window
20.Blase, K.、Vermetten, E.、Lehrer, P.、Gevirtz, R.(2021)。Neurophysiological approach by self-control of your stress-related autonomic nervous system with depression, stress and anxiety patients。International Journal of Environmental Research and Public Health,18(7)。  new window
21.Bernard, K.、Butzin-Dozier, Z.、Rittenhouse, J.、Dozier, M.(2010)。Cortisol production patterns in young children living with birth parents vs children placed in foster care following involvement of Child Protective Services。Archives of Pediatrics and Adolescent Medicine,164,438-443。  new window
22.Bernard, K.、Dozier, M.、Bick, J.、Gordon, M. K.(2015)。Intervening to enhance cortisol regulation, among children at risk for neglect: Results of a randomized clinical trial。Development and Psychopathology,27(3),829-841。  new window
23.Burke, N. J.、Heilman, J. L.、Scott, B. G.、Weems, C. F.、Carrion, V. G.(2011)。The impact of adverse childhood experiences on an urban pediatric population。Child Abuse and Neglect,35,408-413。  new window
24.Chafouleas, S. M.、Johnson, A. H.、Overstreet, S.、Santos, N. M.(2016)。Toward a blueprint for trauma-informed service delivery in schools。School Mental Health,8,144-162。  new window
25.Corrigan, F. M.、Fisher, J. J.、Nutt, D. J.(2011)。Autonomic dysregulation and the window of tolerance model of the effects of complex emotional trauma。Journal of Psychopharmacology,25(1),17-25。  new window
26.Crosby, S. D.(2015)。An eco logical perspective on emerging trauma-informed teaching practices。Children and Schools,37(4),223-230。  new window
27.Crosby, S. D.、Howell, P.、Thomas, S.(2018)。Social justice education through trauma-informed teaching。Middle School Journal,49(4),15-23。  new window
28.Crosby, S.、Somers, C.、Day, A.、Baroni, B.(2016)。Working with traumatized students: A preliminary study of measures to assess school staff perceptions, awareness, and instructional responses。Journal of Therapeutic Schools and Programs,8(1),59-70。  new window
29.Day, A. G.、Baroni, B.、Somers, C.、Shier, J.、Zammit, M.、Crosby, S.、Hong, J. S.(2017)。Trauma, and triggers: Students' perspectives on enhancing the classroom experiences at an alternative residential treatment- based school。Children & School,39(4),227-237。  new window
30.Day, A.、Somers, C.、Baroni, B.、West, S.、Sanders, L.、Peterson, C.(2015)。Evaluation of a trauma-informed school intervention with girls in a residential facility school: Student perceptions of school environment。Journal of Aggression, Maltreatment & Trauma,24(10),1086-1105。  new window
31.Dickerson, S. S.、Kemeny, M. E.、Aziz, N.、Kim, K. H.、Fahey, J. L.(2004)。Immunological effects of induced shame and guilt。Psychosomatic Medicine,66,124-131。  new window
32.Dong, M.、Anda, R. F.、Felitti, V. J.、Dube, S. R.、Williamson, D. F.、Thompson, T. J.、Loo, Clifton M.、Giles, W. H.(2004)。The interrelatedness of multiple forms of childhood abuse, neglect, and household dysfunction。Child Abuse & Neglect,28,771-784。  new window
33.Dorado, J. S.、Martinez, M.、McArthur, L. E.、Liebovitz, T.(2016)。Healthy Environments and Response to Trauma in Schools (HEARTS): A school-based, multi-level comprehensive prevention and intervention program for creating trauma-informed, safe and supportive schools。School Mental Health,8,163-176。  new window
34.Dube, S. R.、Anda, R. F.、Felitti, V. J.、Chapman, D.、Williamson, D. F.、Giles, W. H.(2001)。Childhood abuse, household dysfunction and the risk of attempted suicide throughout the life span: Findings from the Adverse Childhood Experiences Study。Journal of the American Medical Association,286,3089-3096。  new window
35.Esaki, N.、Larkin, H.(2013)。Prevalence of adverse childhood experiences (ACEs) among child service providers。Families in Society: The Journal of Contemporary Social Services,94(1),31-37。  new window
36.Fallot, R. D.、Harris, M.(2001)。A trauma-informed approach to screening and assessment。New Directions for Mental Health Services,89,23-31。  new window
37.Fallot, R. D.、Harris, M.(2008)。Trauma-informed approaches to systems of care。Trauma, Psychology Newsletter,3,6-7。  new window
38.Fisher, P. A.、Stoolmiller, M.、Gunnar, M. R.、Burraston, B. O.(2007)。Effects of a therapeutic intervention for foster preschoolers on diurnal cortisol activity。Psychoneuroendocrinology,32,892-905。  new window
39.Gerbarg, P. L.、Brown, R. P.、Streeter, C. C.、Katzman, M.、Vermani, M.(2019)。Breath Practices for Survivor and Caregiver Stress, Depression, and Post-traumatic Stress Disorder: Connection, Coregulation, Compassion。Integrative and Complementary Medicine,4(3)。  new window
40.Gilbert, L. K.、Breiding, M. J.、Merrick, M. T.、Thompson, W. W.、Ford, D. C.、Dhingra, S. S.、Parks, S. E.(2015)。Childhood adversity and adult chronic disease: An update from ten states and the District of Columbia。American J of Preventive Medicine,48,345-349。  new window
41.Hamby, S.、Elm, J. H. L.、Howell, K. H.、Merrick, M. T.(2021)。The cumulative burden of childhood adversities transforms the science and practice of trauma and resilience。American Psychologist,76(2),230-242。  new window
42.Herrenkohl, T. I.、Hong, S.、Verbrugge, B.(2019)。Trauma-informed programs based in schools: Linking concepts to practices and assessing the evidence。American Journal of Community Psychology,64(3/4),373-388。  new window
43.Hunt, T. K. A.、Slack, K. S.、Berger, L. M.(2017)。Adverse childhood experiences and behavioral, problems in middle childhood。Child Abuse and Neglect,67,391-402。  new window
44.Kincaid, S.、Wolpow, R.(2010)。Kindness, kith, kin, compassion, and community: a response model connecting human services and education to address trauma。Human Services Today,7(1),1-13。  new window
45.Kolacz, J.、Kovacic, K. K.、Porges, S. W.(2019)。Traumatic Stress and the Autonomic Brain-gut Connection in Development: Polyvagal Theory as an Integrative Framework for Psychosocial and Gastrointestinal Pathology。Developmental Psychobiology,61,796-809。  new window
46.Kroupina, M. G.、Fuglestad, A. J.、Iverson, S. L.、Himes, J. H.、Mason, P. W.、Gunnar, M. R.(2012)。Adoption as an intervention for institution- ally reared children: HPA functioning and developmental status。Infant Behavior and Development,35,829-837。  new window
47.LaNoue, M. D.、George, B. J.、Helitzer, D. L.、Keith, S. W.(2020)。Contrasting cumulative risk and multiple individual risk models of the relationship between Adverse Childhood Experiences (ACEs) and adult health outcomes。BMC Medical Research Methodology,20(1),1-10。  new window
48.McBumett, K.、Lahey, B. B.、Rathouz, P. J.、Loeber, R.(2000)。Low salivary cortisol and persistent aggression in boys referred for disruptive behavior。Archives of General Psychiatry,57,38-43。  new window
49.Perry, B. D.(2009)。Examining child maltreatment through a neurodevelopmental lens: Clinical applications of the neurosequential model of therapeutics。Journal of Loss and Trauma,14(4),240-255。  new window
50.Portwood, S. G.、Lawler, M. J.、Roberts, M. C.(2021)。Science, practice, and policy related to adverse childhood experiences: Framing the conversation。American Psychologist,76(2)。  new window
51.Rolfsnes, E. S.、Idsoe, T.(2011)。School-based intervention programs for PTSD symptoms: A review and meta-analysis。Journal of Traumatic Stress,24,155-165。  new window
52.Shonk, S. M.、Cicchetti, D.(2001)。Maltreatment, competency deficits, and risk for academic and behavioral maladjustment。Developmental Psychology,37(1),3-17。  new window
53.Soleimanpour, S.、Geierstanger, S.、Brindis, C. D.(2017)。Adverse childhood experiences and resilience: Addressing the unique needs of adolescents。Academic Pediatrics,17,108-114。  new window
54.Tebes, J. K.、Champine, R. B.、Matlin, S. L.、Strambler, M. J.(2019)。Population health and trauma-informed practice: Implications for programs, systems, and policies。American Journal of Community Psychology,64(3/4),494-508。  new window
55.Tsehay, M.、Necho, M.、Mekonnen, W.(2020)。The role of adverse childhood experience on depression symptom, prevalence, and severity among school going adolescents。Depression Research and Treatment,2020,(5951792)1-(5951792)9。  new window
56.Wesarg, C.、Van Den Akker, A. L.、Oei, N. Y. L.、Hoeve, M.、Wiers, R. W.(2020)。Identifying pathways from early adversity to psychopathology: A review on dysregulated HPA axis functioning and impaired self-regulation in early childhood。European Journal of Developmental Psychology,17(6),808-827。  new window
57.Wheeler, K.(2007)。Psychotherapeutic strategies for healing trauma。Perspectives in Psychiatric Care,43(3),132-141。  new window
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59.王麗斐、杜淑芬、羅明華、楊國如、卓瑛、謝曜任(20130600)。生態合作取向的學校三級輔導體制:WISER模式介紹。輔導季刊,49(2),4-11。new window  延伸查詢new window
圖書
1.Harris, M. E.、Fallot, R. D.(2001)。Using trauma theory to design service systems。San Francisco:Jossey-Bass。  new window
2.Arnett, J. J.(2018)。Adolescence and Emerging Adulthood。Prentice Hall。  new window
3.Cole, S. F.、O'Brien, J. G.、Gadd, M. G.、Ristuccia, J.、Wallace, D. L.、Gregory, M.(2005)。Helping, traumatized children learn: Supportive school environments for children traumatized by family violence。Massachusetts Advocates for Children。  new window
4.Ogden, P.、Minton, K.、Pain, C.(2006)。Trauma and the body: a sensorimotor approach to psychotherapy。Norton。  new window
5.Porges, S. W.(2011)。The polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation。W W Norton & Company。  new window
6.Siegel, D. J.(1999)。The Developing Mind。Guilford。  new window
7.Wolpow, R.、Johnson, M. M.、Hertel, R.、Kincaid, S. O.(2009)。The heart of learning and teaching: Compassion, resiliency, and academic success。Washington State Office of Superintendent of Public Instruction (OSPI) Compassionate Schools。  new window
其他
1.Substance Abuse and Mental Health Services Administration(2014)。SAMHSA's concept of trauma and guidance for a trauma-informed approach,SAMHSA's Trauma and Justice Strategic Initiative。,https://ncsacw.acf.hhs.gov/userfiles/files/SAMHSA_Trauma.pdf。  new window
2.衛生福利部統計處(2021)。兒童少年保護--通報處理情形,https://dep.mohw.gov.tw/dos/lp-2985-113.html。  延伸查詢new window
圖書論文
1.Bronfenbrenner, U.(1994)。Ecological models of human development。The international encyclopedia of education。New York, NY:Elsevier Science。  new window
2.Hertel, R.、Kincaid, S. O.(2016)。Compassionate schools: Responding to kids impacted by adversity, trauma and toxic stress。Optimizing learning outcomes: Proven brain-centric, trauma-sensitive practices。Routledge。  new window
 
 
 
 
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