Relationship, Responsibility, and Regulation: Trauma-Invested Practices for Fostering Resilient Learners - Paperback
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An ASCD Bestseller!
In this stirring follow-up to the award-winning Fostering Resilient Learners, Kristin Van Marter Souers and Pete Hall take you to the next level of trauma-invested practice. To get there, they explain, educators need to build a ""nest""--a positive learning environment shaped by three new Rs of education: relationship, responsibility, and regulation.
Drawing from their extensive experience working with schools, students, and families throughout the country, the authors
Educators have a unique opportunity to influence students' learning, attitudes, and futures. This book will invigorate your practice and equip you to empower those you serve--whatever their personal histories.
Kristin Van Marter Souers is a licensed mental health counselor in the state of Washington. Kristin has a Master of Arts degree in counseling psychology from Gonzaga University and a Bachelor of Science degree from Santa Clara University. Kristin is considered an expert in understanding the impact of trauma on individuals and families. She has provided countless professional development trainings and consultations with schools, districts, and community-serving agencies throughout the United States and is dedicated to supporting and sustaining the development of trauma-invested practices. She has written numerous articles and is the lead author of Fostering Resilient Learners (ASCD, 2016).
Hall, Pete: -Pete Hall currently serves as a speaker, an author, and a professional development agent for schools and districts around the globe. A former teacher and veteran school principal, Pete is the author of more than a dozen articles on school leadership and author or coauthor of seven books, including Building Teachers' Capacity for Success (ASCD, 2008), Teach, Reflect, Learn (ASCD, 2015), The Principal Influence (ASCD, 2015), Fostering Resilient Learners (ASCD, 2016), and Creating a Culture of Reflective Practice (ASCD, 2017). In addition to his leadership work, Pete passionately advocates for the establishment of trauma-invested learning environments, education that addresses the whole child, and the relentless quest for continuous improvement.
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