Over the Hills and Far Away: Inviting and Holding Traumatic Stories in School (Article in Supporting Young Children in PreK-3: Banks Street Occasional Paper Series, #39).
Banks Street Occasional Paper Series ; Paper 39
Koplow, Lesley. Dean, Noelle. Blachly, Margaret.
Bank Street College of Education.
Published: April 2018
Occasional Paper Series (Bank Street College of Education)
, No. 39 , p. 102-118
Bank Street College of Education
610 West 112th Street
New York, NY 10025-1898
This article features an innovative school-based approach employed by the Center for Emotionally Responsive Practice (ERP) with groups of young children who have a traumatic history. The children had experienced trauma and loss a part of their immigration history. ERP techniques includes using reflective language to heighten awareness of emotional state and using stuffed teddy bears as transitional objects to encourage attachment and enhance children’s self-comfort capacity to buffer trauma. Emotionally responsive curriculum includes pretend play, storytelling, and bibliotherapy that invites young children to dictate, draw, and write their traumatic stories as well as express their fears and dreams. 20 references.
children of immigrants; education; school issues; well being; therapeutic intervention; early childhood education; schools; curricula; fear; emotional problems; childhood trauma; play therapy