From Good Guidance to Trauma-Informed Care

Sierra L Brown, Allison McCobin, Stephanie Easley, and Kara E McGoey, in "Supporting Anxious Children in the Preschool Classroom," offer strategies for recognizing and relieving anxiety through intentional activities drawn from the work of mental health professionals In "Preventing Compassion Fatigue: Caring for Yourself," excerpted from the upcoming NAEYC book Trauma and Young Children: Teaching Strategies to Support and Empower Children, authors Sarah Erdman, Laura J Colker, and Elizabeth C Winter focus on self-care strategies for teachers to help prevent compassion fatigue [ ]Ellen Galinsky, in "Words Matter: Moving from Trauma-Informed to Asset-Informed Care," stresses the need to remain hopeful about children, especially children who have experienced trauma