Prior to joining the university, I was a middle and high school teacher. I absolutely LOVE teaching and working with all students, but in particular, students who have been labeled as “at-risk”.
I absolutely LOVE teaching and working with all students, but in particular, students who have been labeled as “at-risk”. You know the students I am talking about; those who almost dare you to make education interesting, or worth their time! During my last year of teaching at the high school, I had two students who were in foster care.
Getting to know the students and the situation that ended up with removal from their home opened my eyes to an invisible population of students. A year later, we became certified foster parents, and our family grew from four to eight when we welcomed four siblings to our family.
My Blog Posts
Everyone is so busy and life moves pretty fast, so I really do appreciate you taking time out of your busy day to check out my blog!
Highlights of Research
Morton, B. & *Braus, M. (2020). Art therapy in the time of COVID-19. Psychological Trauma: Theory, Research, Practice and Policy. 12(1), 267-268.
The grip of trauma:
Morton, B. M. (2018). The grip of trauma: How trauma disrupts the academic aspirations of foster youth. Child Abuse & Neglect. 74, 73–81.
Growing up fast:
Morton, B. M. (2017). Growing up fast: Implications for foster youth when self-reliance and adulthood collide. Children & Youth Services Review, 82, 156–161.
Seeking safety, finding abuse:
Morton, B. (2015). Seeking safety, finding abuse: Stories from foster youth on maltreatment and its impact on academic achievement. Child & Youth Services, 36(3), 205–225.