Abstract
Statement of Problem Throughout the formative years children become more aware of their emotions. Environmental effects such as ACES and trauma can affect their ability to regulate these emotions. Many young kids do not know how to express their anger in ways that are socially appropriate. Students can be a danger to themselves and others when anger turns into aggression. In this study, different types of trauma in children and their effects in multiple settings are identified. Anger management issues are addressed through positive behavior intervention supports (PBIS) and acceptance and commitment therapy (ACT). Warning signs and social-emotional learning are also discussed. Several social-emotional learning programs are discussed in depth during this training to provide school professionals with a better understanding of how to appropriately manage students with emotional dysregulation. Parents are also involved in the process, specifically with teenagers. Cognitive Behavioral Therapy (CBT) sessions have also proven to be effective.
Sources of Data The data in this project was collected from various research journals using Sacramento State’s online database and Google Scholar.
Conclusions Reached The use of PBIS and CBT supports in the school setting using trauma informed practices helps both educators and students better manage their social-emotional functioning.