TRA-7500 V1

Varghese, R., Quiros, L., & Berger, R. (2018). Reflective practices for engaging in trauma-informed culturally competent supervision. Smith College Studies in Social Work (Taylor & Francis Ltd), 88(2), 135–151.
This journal article relays practices that trauma-informed leaders can implement through culturally competent behaviors and attitudes. Cultural competence is inherently integral to achieving a trauma-informed culture.

Trujillo-Jenks, L., & Fredrickson, R. R. (Eds.). (2017). Real school issues: Case studies for educators. (157-168). Rowman & Littlefield Publishers.
You have explored several chapters in this book of case studies. The appendices give you tools to implement trauma-informed based decision making.

Kumm, S., Mathur, S. R., Cassavaugh, M., & Butts, E. (2020). Using the PBIS framework to meet the mental health needs of youth in juvenile justice facilities. Remedial and Special Education, 41(2), 80–87.
Statistics show that a large percentage of the population juvenile justice system in the United States is compiled of children who have faced record levels of adverse childhood experiences. This article supports the new research that PBIS can further traumatize students living in trauma if not implemented in the correct way through the correct lens.

Responsive Classrooms. (n.d.) In a responsive classroom. Responsive Classrooms.
This video depicts seven different classrooms utilizing restorative practices.

Mahoney, Durlak, & Weissberg. (2018, November 26). An update on social and emotional learning outcome research. Phi Delta Kappan.
This journal contains the results of SEL and the Restoration of the school environment.

Guide to School-Wide SEL. (n.d.) Develop a shared vision for SEL: Collaboratively develop a shared vision for schoolwide SEL that serve as an inspirational call-to-action and the backbone of SEL planning and implementation. CASEL.
This is an example of a framework for SEL and Restoration.