The beliefs about poverty, ways of knowing, and social relationship orientation of 513 American School Counselor Association members were evaluated using canonical correlation analysis. Results indicated a relationship between the beliefs that poverty is caused by individuals' internal characteristics, connected knowing, and social hierarchies. A relationship also exists for school counselors who believe that poverty is caused by external factors, use a combination of connected and separate knowing, and embrace social equality.

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The purpose of this study was to examine health professions students' beliefs about the causes of poverty and to identify individual characteristics that may contribute to these beliefs. Health professions students (n = 268) and professional school counselors (n = 605) completed assessments which assessed three variables: (a) poverty attributes (internal or person's fault and external society's fault); (b) ways of knowing (connected knowing, i.e., empathic and separate knowing, i.e., devil's advocate); and (c) cultural values of group identity, i.e., individualism and, collectivism and power distance, i.e., verticalism and horizontalism. Analyses revealed that the health professions students weighted the internal and external causes of poverty equally, whereas, the school counselors weighted the external causes significantly higher than the internal causes. Regression with both groups of participants combined indicated that those with higher verticalism and lower income, were more likely to blame the person, while those having a multicultural course and higher connected knowing where less likely to blame the person. Those participants with higher separate knowing and verticalism were more likely to blame society.

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As many as four million children experience trauma every year, and some children experience multiple traumas over time. In this chapter, the authors provide an overview of the scope and the impacts of trauma on young children. The types of experiences that may be traumatizing to children and the potential effects of these experiences were included. A synopsis of the neurodevelopmental process was also provided along with the impact of trauma at the various neurodevelopmental stages. A neurodevelopmentally appropriate treatment model was described, and the model included the three neurosequential phases of regulate, relate, and reason. In the final section, a review of the impacts of trauma on school performance was provided, and suggestions for advocacy with classroom teachers were included.

As many as four million children experience trauma every year, and some children experience multiple traumas over time. In this chapter, the authors provide an overview of the scope and the impacts of trauma on young children. The types of experiences that may be traumatizing to children and the potential effects of these experiences were included. A synopsis of the neurodevelopmental process was also provided along with the impact of trauma at the various neurodevelopmental stages. A neurodevelopmentally appropriate treatment model was described, and the model included the three neurosequential phases of regulate, relate, and reason. In the final section, a review of the impacts of trauma on school performance was provided, and suggestions for advocacy with classroom teachers were included.