童年逆境經驗對個體終身之健康與風險行為造成影響，Felitti及其同事（1998）在最初童年逆境經驗的研究中改變人們對於創傷的理解，其中最具革命性的觀點在於創傷的累積性風險和劑量反應對於個體的長期影響。本文目的旨在探討童年逆境經驗之内涵，同時嘗試從神經生理角度，探討創傷經驗與個體内、外化問題行為的關聯。有鑑於學校是協助兒青成長與適應的重要場域，因此本研究根據Fallot與Harris（2001）提出的「創傷知情」理論與相關實證研究發現，闡述校園創傷知情處遇模式，並提供教師班級經營與個別輔導之具體建議。期望能藉由培力教師創傷知情照護知識，理解學生發生適應不良行為之大腦和神經系統的運作方式，並據此採取合適的回應策略，以降低青少年再次受創機率，並順勢引導其培養心理韌性。

Adverse Childhood Experiences (ACE) has an impact on the lifelong health and risk behavior of individuals. The groundbreaking study by Felitti et al. changed our understanding of trauma. The most revolutionary difference is the long-term effects of the cumulative risk of trauma as well as dose-response on the individual. The paper aims to study the implications of ACEs while simultaneously exploring traumatic experiences’ relevance to internalizing and externalizing of problem behaviors from a neurophysiological perspective. Since schools are regarded as important professional institutions for intervention and assisting children and adolescents coping with trauma, the paper elaborated the model of informed treatment of trauma on campus, and provide suggestions on the classroom management and individual counseling based on the study results of the “trauma informed” theory proposed by Fallot and Harris (2001). We hope that by empowering teachers’ trauma-informed care and understanding how the student’s brain and nervous system work when maladaptive behavior occurs and adopt appropriate response strategies to help children and adolescents with avoiding re-traumatization and acquiring resilience.