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Author: Janice Carello
Publisher: Springer Nature
ISBN: 3030838498
Category : Education
Languages : en
Pages : 169
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Book Description
This collection presents strategies for trauma-informed teaching and learning in higher education during crisis. While studies abound on trauma-informed approaches for mental health service providers, law enforcement, nurses, and K-12 educators, strategies geared to college faculty, staff, and administrators are not readily available and are now in high demand. This book joins a conversation in place about what COVID has taught us and how we are using what we have learned to construct a new discourse around teaching and learning during crisis.
Author: Janice Carello
Publisher: Springer Nature
ISBN: 3030838498
Category : Education
Languages : en
Pages : 169
Get Book Here
Book Description
This collection presents strategies for trauma-informed teaching and learning in higher education during crisis. While studies abound on trauma-informed approaches for mental health service providers, law enforcement, nurses, and K-12 educators, strategies geared to college faculty, staff, and administrators are not readily available and are now in high demand. This book joins a conversation in place about what COVID has taught us and how we are using what we have learned to construct a new discourse around teaching and learning during crisis.
Author: Bozkurt, Aras
Publisher: IGI Global
ISBN: 1799872777
Category : Education
Languages : en
Pages : 511
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Book Description
The COVID-19 pandemic caused educational institutions to close for the safety of students and staff and to aid in prevention measures around the world to slow the spread of the outbreak. Closures of schools and the interruption of education affected billions of enrolled students of all ages, leading to nearly the entire student population to be impacted by these measures. Consequently, this changed the educational landscape. Emergency remote education (ERE) was put into practice to ensure the continuity of education and caused the need to reinterpret pedagogical approaches. The crisis revealed flaws within our education systems and exemplified how unprepared schools were for the educational crisis both in K-12 and higher education contexts. These shortcomings require further research on education and emerging pedagogies for the future. The Handbook of Research on Emerging Pedagogies for the Future of Education: Trauma-Informed, Care, and Pandemic Pedagogy evaluates the interruption of education, reports best-practices, identifies the strengths and weaknesses of educational systems, and provides a base for emerging pedagogies. The book provides an overview of education in the new normal by distilling lessons learned and extracting the knowledge and experience gained through the COVID-19 global crisis to better envision the emerging pedagogies for the future of education. The chapters cover various subjects that include mathematics, English, science, and medical education, and span all schooling levels from preschool to higher education. The target audience of this book will be composed of professionals, researchers, instructional designers, decision-makers, institutions, and most importantly, main-actors from the educational landscape interested in interpreting the emerging pedagogies and future of education due to the pandemic.
Author: Phyllis Thompson
Publisher: Springer Nature
ISBN: 3030927059
Category : Education
Languages : en
Pages : 280
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Book Description
This book centers equity in the approach to trauma-informed practice and provides the first evidence-based guide to trauma-informed teaching and learning in higher education. The book is divided into four main parts. Part I grounds the collection in an equity approach to trauma-informed care and illustrates one or more trauma-informed principles in practice. Chapters in Part II describe trauma-informed approaches to teaching in specific disciplines. In Part III, chapters demonstrate trauma-informed approaches to teaching specific populations. Part IV focuses on instruments and strategies for assessment at the institutional, organizational, departmental, class, and employee levels. The book also includes a substantial appendix with more than a dozen evidence-based and field-tested tools to support college educators on their trauma-informed teaching journey.
Author: Alex Shevrin Venet
Publisher: Taylor & Francis
ISBN: 1003845118
Category : Education
Languages : en
Pages : 210
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Book Description
Educators must both respond to the impact of trauma, and prevent trauma at school. Trauma-informed initiatives tend to focus on the challenging behaviors of students and ascribe them to circumstances that students are facing outside of school. This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity. In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms.
Author: Em Daniels
Publisher: Routledge
ISBN: 1000482812
Category : Social Science
Languages : en
Pages : 138
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Book Description
This timely manual presents a new perspective on teaching and learning focused on countering the impacts of trauma on adults’ ability to learn. Within its detailed and useful approaches, Daniels provides a road map for building a trauma-responsive teaching practice grounded in the principles of Trauma-Informed Care, and emphasizing the need for educators to develop a rigorous practice of self-care. Prison classrooms, in particular, demonstrate the intersectional and overlapping nature of systemic, historical, and individual traumatic experience. People who rediscover themselves as learners while in corrections classrooms have a unique and powerful perspective to bring to the work of ending mass incarceration, and the role of education and learning in that ending. The concepts and framework presented in the text aim to expand how we define "working with trauma." Through this redefinition, we better align teaching and learning as counters to the impacts of trauma. As this alignment transforms educational philosophy and practice, we have an opportunity to repurpose the nature of education itself, and shift toward learning how to learn. Although this book contains content specific to corrections educators, or those aspiring to teach in prisons, its concepts and activities are applicable to any environment or situation in which adults need to learn. Adult educators, front-line personnel in any public service role, librarians, legal professionals, judges, lawyers—all can benefit from the expertise shared in this book.
Author: Tom Brunzell
Publisher: Jessica Kingsley Publishers
ISBN: 1787753751
Category : Education
Languages : en
Pages : 274
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Book Description
With accessible strategies grounded in trauma-informed education and positive psychology, this book equips teachers to support all students, particularly the most vulnerable. It will help them to build their resilience, increase their motivation and engagement, and fulfil their full learning potential within the classroom. Trauma-informed, strengths-based classrooms are built upon three core aims: to support children to build their self-regulatory capacities, to build a sense of relatedness and belonging at school, and to integrate wellbeing principles that nurture growth and identify strengths. Taking conventional approaches to trauma one step further, teachers may create a classroom environment which helps students to meet their own needs in a healthy way and progress academically. Based on the successful Berry Street education strategies pioneered by the authors, this book also includes comprehensive case studies, learning points and opportunities for self-reflection, fully supporting teachers to implement these strategies within the classroom.
Author: Elizabeth Dutro
Publisher: Teachers College Press
ISBN: 0807778087
Category : Education
Languages : en
Pages : 145
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Book Description
What is trauma and what does it mean for the literacy curriculum? In this book, elementary teachers will learn how to approach difficult experiences through the everyday instruction and interactions in their classrooms. Readers will look inside classrooms and literacies across genres to see what can unfold when teachers are committed to compassionate, critical, and relational practice. Weaving her own challenging experiences into chapters brimming with children’s writing and voices, Dutro emphasizes that issues of power and privilege matter centrally to how attention to trauma positions children. The book includes questions and prompts for discussion, reflection, and practice and describes pedagogies and strategies designed to provide opportunities for children to bring the varied experiences of life, including trauma, to their school literacies in positive, meaningful, and supported ways. “This stunning book about trauma interrogates the very notion. Dutro excels at interweaving her stories with those of teachers and students and at challenging readers to find their way into the fabric. I recommend this book to teachers so that they might accept her challenge to explore and understand the importance of both witnessing and testimony in relation to trauma in literacy curriculum and pedagogy.” —Mollie Blackburn, The Ohio State University
Author: Joe Lockard
Publisher: Syracuse University Press
ISBN: 0815654286
Category : Social Science
Languages : en
Pages : 294
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Book Description
In a time of increasing mass incarceration, US prisons and jails are becoming a major source of literary production. Prisoners write for themselves, fellow prisoners, family members, and teachers. However, too few write for college credit. In the dearth of well-organized higher education in US prisons, noncredit programs established by colleges and universities have served as a leading means of informal learning in these settings. Thousands of teachers have entered prisons, many teaching writing or relying on writing practices when teaching other subjects. Yet these teachers have few pedagogical resources. This groundbreaking collection of essays provides such a resource and establishes a framework upon which to develop prison writing programs. Prison Pedagogies does not champion any one prescriptive approach to writing education but instead recognizes a wide range of possibilities. Essay subjects include working-class consciousness and prison education; community and literature writing at different security levels in prisons; organized writing classes in jails and juvenile halls; cultural resistance through writing education; prison newspapers and writing archives as pedagogical resources; dialogical approaches to teaching prison writing classes; and more. The contributors within this volume share a belief that writing represents a form of intellectual and expressive self-development in prison, one whose pursuit has transformative potential.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309124123
Category : Medical
Languages : en
Pages : 213
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Book Description
Student wellbeing is foundational to academic success. One recent survey of postsecondary educators found that nearly 80 percent believed emotional wellbeing is a "very" or "extremely" important factor in student success. Studies have found the dropout rates for students with a diagnosed mental health problem range from 43 percent to as high as 86 percent. While dealing with stress is a normal part of life, for some students, stress can adversely affect their physical, emotional, and psychological health, particularly given that adolescence and early adulthood are when most mental illnesses are first manifested. In addition to students who may develop mental health challenges during their time in postsecondary education, many students arrive on campus with a mental health problem or having experienced significant trauma in their lives, which can also negatively affect physical, emotional, and psychological wellbeing. The nation's institutions of higher education are seeing increasing levels of mental illness, substance use and other forms of emotional distress among their students. Some of the problematic trends have been ongoing for decades. Some have been exacerbated by the COVID-19 pandemic and resulting economic consequences. Some are the result of long-festering systemic racism in almost every sphere of American life that are becoming more widely acknowledged throughout society and must, at last, be addressed. Mental Health, Substance Use, and Wellbeing in Higher Education lays out a variety of possible strategies and approaches to meet increasing demand for mental health and substance use services, based on the available evidence on the nature of the issues and what works in various situations. The recommendations of this report will support the delivery of mental health and wellness services by the nation's institutions of higher education.
Author: Lee-Anne Gray
Publisher: Springer Nature
ISBN: 3030280837
Category : Education
Languages : en
Pages : 295
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Book Description
This book deconstructs and analyzes the impact of education-based trauma. Drawing on wisdom from the fields of education, psychology, neuroscience, history, political science, social justice, and philosophy, Gray connects the dots across different forms of education trauma that can occur throughout a student’s life: from bullying and anxiety to social inequity and the school-to-prison pipeline. With respect to learning, memory, social group dynamics, democracy, and mental health, this book serves as a call-to-arms, demanding civil rights for all students and for education to fulfill its ultimate duty as a force for the common good.
