151,379 research outputs found

    Primary General Music: Trauma-Informed Instruction in Title I Schools in Post-Pandemic Georgia

    Get PDF
    Despite growing evidence of the need for trauma-informed teaching practices in schools, most music educators have limited training or knowledge of trauma-informed teaching strategies. The need for trauma-informed teaching has grown due to many students and teachers having lived through the collective trauma experience of social isolation due to the COVID-19 pandemic. Inherently social in nature, music classes are an ideal setting to address the unique needs of students who have experienced trauma. Children living in low socio-economic settings are especially vulnerable due to the already increased likelihood of experiencing adverse events that may cause trauma such as child abuse, neglect, incarceration of parental figures, and the presence of domestic violence in the home. This qualitative study examined the benefits of trauma-informed instruction in Title I school primary music programs in Georgia, particularly those that would be useful in meeting the needs exacerbated by the COVID-19 pandemic of primary-level music students. Findings of this study may help music educators at varying levels and concentrations as well as educators in other specialty areas gain a deeper understanding of trauma and trauma-informed instruction and implement teaching techniques that will address the needs of their own students

    Trauma-informed teaching of adults

    Get PDF
    Having immersed myself in trauma-informed teaching of adults learning English as an Additional Language (EAL) for the past five years, I am often tempted to say that the practice is obvious and common sense. However, recently I was again reminded that treating students like humans, that valuing and respecting their identities and backgrounds, is not obvious and common sense for everyone. If it were, small acts of kindness would probably not be so gratefully received

    Graduate-Level Occupational Therapy Educators’ Experiences and Barriers While Implementing Trauma-Informed Approaches

    Get PDF
    Traumatic events can alter the brain structure, affecting cognitive capacities and academic performance. Educators at all grade levels are responsible for supporting students through trauma-informed approaches. Previous trauma-informed research focused on K–12 education levels. Graduate-level occupational therapy educators’ experiences and barriers when applying trauma-informed approaches to improve student learning had not been explored. This general qualitative study explored the experiences and barriers of occupational therapy educators utilizing trauma-informed approaches. The conceptual framework was the trauma-informed care model. Ten graduate-level occupational therapy educators with at least 1 year of teaching experience were recruited and participated in semistructured interviews. Data were analyzed using open and axial coding to identify seven themes: learning environments, teaching approaches, occupational therapy integration, understanding and addressing student trauma experiences, educator well-being and balance, challenges in evaluating the effectiveness of trauma-informed approaches, and professional growth and adaptability. The findings could foster positive social change by giving administrators and universities insights into occupational therapy educators’ experiences and barriers, thereby guiding the creation of more supportive curricula and policies for trauma-informed approaches

    Elements of a Trauma-Informed School

    Get PDF
    This literature review explores the research of what makes a trauma-informed school and what interventions are effective in implementing trauma-informed teaching practices to help students with past traumatic experiences become more success in school. Research documents a large number of students who have experienced trauma and that this trauma has a significant impact on a child’s development, both cognitive and social. Teachers and schools are at the forefront of this problem and ideally suited to address this problem. This literature review revealed key areas to focus when implementing trauma-informed teaching practices. These include relationships, resiliency, and climate and culture

    Teacher Candidates’ Emerging Perspectives on Trauma Informed Teaching

    Get PDF
    A transdisciplinary team of candidates with teacher and social work educators describe their perspectives of trauma-informed teaching and intentions to use evidence-based practices in classrooms. We studied classroom management from a trauma-informed perspective in the first course in the program, then reflected back on these through a professional learning community created to intentionally focus on trauma informed teaching. We highlight findings around candidates’ perspectives and specific actions they attended to in order to incorporate those practices

    Trauma Informed Teaching Practices for Students who have Experienced Developmental Trauma

    Get PDF
    The effects of developmental trauma on the social and emotional development of students include their academic and social performance in school. “Developmental trauma is the exposure to multiple traumatic events during childhood which result in developmental challenges” (Ko et al., 2008, p. 399). These developmental challenges manifest behaviorally and cognitively. The incidence of trauma experiences in children continues to increase. While a plethora of studies indicate the presence of trauma experiences in children, fewer studies offer effective strategies for working with children who have experienced trauma. Trauma informed teaching (Crosby, 2015) was identified as an effective strategy for working with students who have experienced developmental trauma. Trauma informed teaching requires educators to understand, recognize, and respond to the effects that developmental trauma has on students. For this paper I examined the effects of trauma informed teaching practices on students aged 6 to 12 in school settings. The specific focus of the review is identifying classroom and school-based strategies for assisting students who have been affected by childhood trauma

    JCCTL Mailer – August 3, 2020

    Full text link
    Updates on training and support and useful pedagogical resources compiled and sent by the JCCTL on August 3, 2020. Contents: Weekly Updates Slides on trauma-informed teaching strategies JCCTL Resilient Pedagogy Grant Creating inclusive curricula Reading Suggestions Siena College report on physically distanced classroom Karen Costa\u27s post on trauma-informed teaching Comprehensive guide on trauma-informed practices in post-secondary education Upcoming Events Exploring Research-Based, Inclusive Curricula for the Online or In-Person Classroom IT classroom training sessions Microsoft Team training Introductory Zoom training Ensemble Video Training Frustrated with Forums? Other Announcements Teaching and Learning Online Basic Moodle trainin

    Trauma Informed Learning in the Classroom: A Literature Review

    Get PDF
    More than 3.1 million children a year are either abused or neglected (The State, 2022). During my student teaching this semester, I have seen first-hand the importance of trauma-informed learning in the classroom. How we teach our children has changed a lot throughout time, but change can be very important in making sure that students get the most out of their education and making sure that they can be productive members of society once they graduate and go out on their own. Trauma-informed learning is one big change happening in education. Trauma-informed learning is an understanding of how trauma can impact learning and behavior on the children in the classroom and how it can be used to help support students with trauma who may have a harder time in school. This literature review seeks to analyze how trauma-informed learning can help students in the classroom and to use this information to explain why it should be thoroughly taught within EDFN 220 Educational Psychology as well as how I believe it should be done. By teaching trauma-informed learning early on in their degree, future teachers will better understand how to implement trauma-informed learning. By receiving an education about trauma-informed learning in college and not just once the teacher is being trained by a trauma-informed school, the teacher will go into job interviews already being trauma-informed and ready to help students as soon as they start

    Exploring Trauma-Informed Practices in Social Work Education

    Get PDF
    This banded dissertation consists of three distinct but related scholarly works, and examines the role of trauma-informed educational practices in social work education. The ecological perspective and the trauma-informed perspective serve as conceptual frameworks throughout. Each scholarly work is represented, and overarching implications for social work education and research are discussed. The first portion of this banded dissertation is a conceptual analysis that examines the need for a trauma-informed perspective in social work education, possible reasons for this curricular gap in undergraduate social work education, and highlights models of curriculum change used in graduate level social work programs to incorporate trauma content. This analysis then presents a rationale for extending the CSWE guidelines offered for advanced generalist social work education to undergraduate social work education. The second portion of this banded dissertation describes a qualitative study that explores the experiences of faculty with teaching about trauma in undergraduate social programs. Using a semi-structured interview format, this study captured the perceptions and experiences of 14 faculty from social work programs in three states in the Upper Midwest. Participants were asked about their conceptualization of trauma, their observations of the trauma-informed care model, and their experiences with teaching this content at the undergraduate level. The third portion of this banded dissertation provides an overview of an interactive presentation given on November 20, 2016 at the 36th Annual Original Lilly Conference on College Teaching. The presentation described here proposes that the trauma-informed perspective can serve as a useful conceptual framework for the university classroom, as a tool for supporting pre-professional students, and as a means for introducing an important model for working with clients. This banded dissertation brings awareness to the need for greater integration of the trauma-informed perspective in undergraduate social work education in particular, and recommends applications of trauma-informed educational practices for higher education. Future research opportunities include further investigation into the current use of these practices in social work programs and avenues for contributing to the Scholarship of Teaching and Learning movement

    Exploring Trauma-Informed Practices in Social Work Education

    Get PDF
    This banded dissertation consists of three distinct but related scholarly works, and examines the role of trauma-informed educational practices in social work education. The ecological perspective and the trauma-informed perspective serve as conceptual frameworks throughout. Each scholarly work is represented, and overarching implications for social work education and research are discussed. The first portion of this banded dissertation is a conceptual analysis that examines the need for a trauma-informed perspective in social work education, possible reasons for this curricular gap in undergraduate social work education, and highlights models of curriculum change used in graduate level social work programs to incorporate trauma content. This analysis then presents a rationale for extending the CSWE guidelines offered for advanced generalist social work education to undergraduate social work education. The second portion of this banded dissertation describes a qualitative study that explores the experiences of faculty with teaching about trauma in undergraduate social programs. Using a semi-structured interview format, this study captured the perceptions and experiences of 14 faculty from social work programs in three states in the Upper Midwest. Participants were asked about their conceptualization of trauma, their observations of the trauma-informed care model, and their experiences with teaching this content at the undergraduate level. The third portion of this banded dissertation provides an overview of an interactive presentation given on November 20, 2016 at the 36th Annual Original Lilly Conference on College Teaching. The presentation described here proposes that the trauma-informed perspective can serve as a useful conceptual framework for the university classroom, as a tool for supporting pre-professional students, and as a means for introducing an important model for working with clients. This banded dissertation brings awareness to the need for greater integration of the trauma-informed perspective in undergraduate social work education in particular, and recommends applications of trauma-informed educational practices for higher education. Future research opportunities include further investigation into the current use of these practices in social work programs and avenues for contributing to the Scholarship of Teaching and Learning movement
    • …
    corecore