There is hope that every child born into the world will experience a normal developmental trajectory into adolescence and adulthood. This means that his or her needs for safety and protection are met in order to facilitate healthy identity formation, and that a positive self-concept is cultivated through trusting, nurturing relationships during the formative years. When the healthy developmental trajectory is disrupted, as in the case of childrenwho have experienced physical, emotional or sexual abuse or neglect, the goal of maintaining and sustaining future healthy relationships and emotional resilience is not always achievable. In recent years, there has been increasing literature to help practitioners view diagnosis, intervention, and assessment through a “trauma lens” to cater to the specific and unique needs of this client population. The lens is also responsible for guiding practitioners and researchers towards greater empathy, understanding, and awareness of the complex needs of these individuals. Howard’s book,Distressed or deliberately defiant? Managing challenging student behaviour due to trauma and disorganised attachment, contributes to this body of work. It helps the reader gain a foundational understanding of complex trauma and disorganized attachment, extending the processes of management and care beyond the clinician and into the classroom for school aged children and adolescents. In seven brief chapters, this book delivers an overview of the causes, symptoms, and management of complex trauma and disorganized attachment and how individuals with such histories can be cared for and catered to in the classroom (Grades Prep. to 12). Chapter one discusses current perceptions on managing students with disorganized attachment and complex trauma and how children may present in the classroom, exemplified by three case studies. Howard acknowledges that misconstrued beliefs and attitudes can undermine the care and treatment of children with trauma or disorganized attachment and that the competing needs of the school, the individual, and the caregivers can create challenging dynamics. Chapter two discusses disorganized attachment and complex trauma through the application of attachment theory (Ainsworth and Bowlby 1991; Bowlby 1969), while Chapter 3 enhances these theories from a physiological and neurological perspective underpinned by empirical developments from the field of neuroscience. Chapter 4 provides a classroom perspective of disorganized attachment and complex trauma and revisits the case studies presented earlier. These case studies are used to provide examples of physiological and psychological outcomes when a child’s physical, cognitive, emotional, and social needs are not met. Chapter five provides a set of practical strategies for educators. Howard outlines how educators can best support students who have had experiences of complex trauma, emphasizing the importance of relationships and emotional selfregulation. Approaches such as mentoring, checking in systems, choosing battles, using codes and symbols, scaling, looking for the positive, setting boundaries, rules, and consequences, managing detentions effectively, using rewards, maintaining predictability, fostering peer relations, and being aware of social behaviours are strategies and approaches discussed in the book. Howard emphasizes that the studentteacher relationship as fundamental to a student’s positive orientation towards school and as a foundation that underpins successful behavior management. Although the strategies discussed in the book are well reported by the broader K.<A. Allen (*) Melbourne Graduate School of Education, The University of Melbourne, Melbourne, Victoria, Australia e-mail: Kellya@toorakc.vic.edu.au
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