Trauma-Informed Positive Education: Using Positive Psychology to Strengthen Vulnerable Students

By T. Brunzell, H. Stokes, L. Waters. 2016

205 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/14a017601669f5df10f918b3e54a26d6c1f59b3a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. A. Alvarez
2. Shantel D. Crosby
3. M. Thomas
4. Judi E. Vanderhaar

In Education

1. A. Alvarez
2. Shantel D. Crosby
3. M. Thomas
4. Judi E. Vanderhaar

Citations in the corpus

• Seeing Race in the Research on Youth Trauma and Education: A Critical Review (2020, background): “Microlevel Supports Although the majority of studies focus on teacher-specific supports (Brunzell et al., 2016; Crosby et al., 2018; Dotson-Davis, 2019; Green et al., 2016), improving student resilience was another approach to addressing youth trauma (Sciaraffa et al.”
• Trauma-Informed Practices in Schools Across Two Decades: An Interdisciplinary Review of Research (2019, methodology): “In advocating for trauma-informed positive education, Brunzell et al. (2016) urge providers to consider strengths approaches (e.g., how can educators/others build on students’ positive attributes).”