[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-582508-105":3,"doc-detail-582508-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","possibilities-and-problems-in-trauma-based-and-social-emotional-learning-programs-issue-43-introduction","Possibilities and Problems in Trauma-Based and Social Emotional Learning Programs - Issue 43 - Introduction","","Issue 43 of the Bank Street Occasional Paper Series critically examines popular social and emotional learning (SEL) and trauma-informed practices (TIP), questioning beliefs that frame children as needing correction, healing, or fixing. The issue argues that SEL/TIP can marginalize students by overlooking social conditions and cultural context, promoting compliance while silencing resistance and difference. It also addresses commodification of these programs and the problematic reliance on ACE scores in trauma-informed schools.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/possibilities-and-problems-in-trauma-based-and-social-emotional-learning-programs-issue-43-introduction/582508/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/possibilities-and-problems-in-trauma-based-and-social-emotional-learning-programs-issue-43-introduction/582508.png","ImageObject",300,407,{"name":42,"@type":43},"Margaret","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-15","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the central purpose of Issue 43 in relation to SEL and TIP?","Question",{"text":63,"@type":64},"It critically examines the beliefs and assumptions behind popular SEL and trauma-informed pedagogies, exploring both problems and possibilities raised by adopting these efforts.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the introduction describe the potential risk of SEL and TIP approaches?",{"text":68,"@type":64},"It argues these programs may focus on marginalized students while ignoring social conditions that create marginalization, which can lead to labeling or silencing resistance and difference.",{"name":70,"@type":61,"acceptedAnswer":71},"Why does the issue raise concerns about the use of ACE scores in trauma-informed schools?",{"text":72,"@type":64},"The issue includes an essay warning against ACE score use, pointing to problematic ways trauma is quantified and interpreted within trauma-informed educational settings.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},582508,1792061745,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98,"preview_page_count":4},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2",8,"| Occasional Paper Series | 4. 2020 |\n| --- | --- |\n|  | 43 |\n\nPossibilities and Problems in Trauma-Based and Social Emotional Learning Programs  \nGuest Editors  \nTracey Pyscher  \nAnne Crampton  \nEssays by  \nMarquita D. Foster  \nClio Stearns  \nAlex Winninghoff  \nDebi Khasnabis  \nSimona Goldin  \nJulia Mahfouz  \nVanessa Anthony-Stevens  \nNoah Asher Golden  \nAsif Wilson  \nWytress Richardson Lesley Koplow  \nNoelle Dean  \nMargaret Blachly  \nBrian Gibbs  \nKristin Papoi Katherina A. Payne Jennifer Keys Adair  \nShubhi Sachdeva  \nChristine M. Her  \nYvette Z. Hermann  \nEmma K. Parker  \nTable of Contents  \nIntroduction  \nIssue 43: Possibilities and Problems in Trauma-Based and Social Emotional Learning Programs Tracey Pyscher and Anne Crampton  \nLooking for Trouble and Causing Trauma Marquita D. Foster  \nLet Them Get Mad: Using the Psychoanalytic Frame to Rethink Social-Emotional Learning and Trauma-Informed Practice  \nClio Stearns  \nTrauma by Numbers: Warnings Against the Use of ACE Scores in Trauma-Informed Schools Alex Winninghoff  \nDon’t Be Fooled, Trauma Is a Systemic Problem: Trauma as a Case of Weaponized Educational Innovation  \nDebi Khasnabis and Simona Goldin  \nWhy Trouble SEL? The Need for Cultural Relevance in SEL Julia Mahfouz and Vanessa Anthony-Stevens  \nThe Importance of Narrative: Moving Towards Sociocultural Understandings of Trauma-Informed Praxis  \nNoah Asher Golden  \nAll I Want to Say Is That They Don’t Really Care About Us: Creating and Maintaining Healing-Centered Collective Care in Hostile Times  \nAsif Wilson and Wytress Richardson  \nEmotionally Responsive Practice as Trauma Informed Care: Parallel Process to Support Teacher Capacity to Hold Children with Traumatic History Lesley Koplow, Noelle Dean, and Margaret Blachly  \nThreading the Needle: On Balancing Trauma and Critical Teaching Brian Gibbs and Kristin Papoi  \nCreating Classroom Community to Welcome Children Experiencing Trauma Katherina A. Payne, Jennifer Keys Adair, and Shubhi Sachdeva  \nInterrupting Trauma with Hope, Kindness, Art, and Healing Christine M. Her, Yvette Z. Hermann, and Emma K. Parker  \n3  \n10  \n23  \n33  \n44  \n58  \n71  \n79  \n90  \n101  \n113  \n122  \nIntroduction  \nIssue 43: Possibilities and Problems in Trauma-Based and Social Emotional Learning Programs  \nTracey Pyscher and Anne Crampton  \nSocial, emotional, and affective experiences are impossible to separate from thinking, doing, and being in the world. Increasingly, schools and community-based organizations are recognizing this truth through the adoption of programs that focus on the emotional lives of children and youth, especially when emotions are fraught, and lives have been difficult. Programs such as social emotional learning (SEL) frameworks and trauma-informed practices (TIP) are not only popular, they are deemed “essential” in almost every corner of the social services sector.  \nAdvocates for these programs claim that SEL and TIP create a necessary foundation for greater selfawareness, better relationships, and improved learning capacities for children and youth. We, along with other authors in this issue, suggest that these programs often focus on those who are marginalized through race, class, and/or experiences of violence, including family violence, while ignoring the social conditions that create marginalization and its effects, and neglecting the many strengths and strategies deployed by these children and youth. This focus can lead to labeling and/or silencing legitimate expressions of resistance and difference in a quest to elicit specific types of behavioral and cultural conformity for students to be deemed“learning ready”(e.g., Crampton, Pyscher & Robinson, 2018; Pyscher, 2019).  \nIssue \\#43 of the Bank Street Occasional Paper Series explores the sometimes troubling beliefs and assumptions at work in popular social and emotional learning and trauma-informed pedagogies as well as some of the impacts of this new attention. In this issue, we seek to critically examine both","cbCaifbrJC9vV63y","https://ap.wps.com/l/cbCaifbrJC9vV63y","pdf",6366017,137,"English","# Introduction\n## Issue 43: Possibilities and Problems in Trauma-Based and Social Emotional Learning Programs\n## Looking for Trouble and Causing Trauma\n## Let Them Get Mad: Using the Psychoanalytic Frame to Rethink Social-Emotional Learning and Trauma-Informed Practice\n## Trauma by Numbers: Warnings Against the Use of ACE Scores in Trauma-Informed Schools\n## Don’t Be Fooled, Trauma Is a Systemic Problem\n## Why Trouble SEL? The Need for Cultural Relevance in SEL\n## The Importance of Narrative: Moving Towards Sociocultural Understandings of Trauma-Informed Praxis\n## All I Want to Say Is That They Don’t Really Care About Us\n## Emotionally Responsive Practice as Trauma Informed Care\n## Threading the Needle: On Balancing Trauma and Critical Teaching\n## Creating Classroom Community to Welcome Children Experiencing Trauma\n## Interrupting Trauma with Hope, Kindness, Art, and Healing","[{\"question\":\"What is the central purpose of Issue 43 in relation to SEL and TIP?\",\"answer\":\"It critically examines the beliefs and assumptions behind popular SEL and trauma-informed pedagogies, exploring both problems and possibilities raised by adopting these efforts.\"},{\"question\":\"How does the introduction describe the potential risk of SEL and TIP approaches?\",\"answer\":\"It argues these programs may focus on marginalized students while ignoring social conditions that create marginalization, which can lead to labeling or silencing resistance and difference.\"},{\"question\":\"Why does the issue raise concerns about the use of ACE scores in trauma-informed schools?\",\"answer\":\"The issue includes an essay warning against ACE score use, pointing to problematic ways trauma is quantified and interpreted within trauma-informed educational settings.\"}]","Possibilities and Problems in Trauma-Based and Social Emotional Learning Programs - Issue 43 - Introduction | PDF",1792043605,345,{"code":4,"msg":82,"data":100},[101,105,109,113,118,123,128,131,136,139,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},6,"Technology",50,"technology",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":126,"slug":127},7,"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":129,"slug":130},30,"research-report",{"id":132,"doc_module":4,"doc_module_name":25,"category_name":133,"show_sort_weight":134,"slug":135},9,"Religion & Spirituality",20,"religion-spirituality",{"id":134,"doc_module":4,"doc_module_name":25,"category_name":137,"show_sort_weight":134,"slug":138},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":55,"slug":141},"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":114,"slug":145},19,"General","general"]