Developing Trauma Informed Teachers

Name: Developing Trauma Informed Teachers
Brand: Information Age Publishing
SKU: 9781648029929
Price: 57.33 EUR
Availability: InStock

Autor: Megan Brennan, Ofelia Castro Schepers

Jazyk:

Väzba: Brožovaná

Vydavateľ: Information Age Publishing

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57.33 €

Trauma is a public health crisis. High rates of trauma exposure among youth and the impact that expe...

Informácie o knihe

Autor

Megan Brennan, Ofelia Castro Schepers

Jazyk

Angličtina

Väzba

Kniha - Brožovaná

Vydalo

2022

Stránok

328

EAN

9781648029929

ISBN

1648029922

Enbook ID

39517824

Vydavateľ

Information Age Publishing

Hmotnosť

333

Rozmery

234 x 156 x 18

Kompletný popis

Trauma is a public health crisis. High rates of trauma exposure among youth and the impact that experiences of trauma can have on students' psychosocial and academic outcomes are well-established. These traumatic events do not live outside of the scope of schools and teaching. As children and teachers develop communities within their classrooms and schools, trauma comes with those who have experienced it, whether invited or not (Bien & Dutro, 2014). This extended time that teachers spend with students inherently provides opportunity to witness students' lived experiences (Caringi et al., 2015; Motta, 2012). These experiences capture many facets of students' lives, including traumatic events; however, many teachers indicate that they feel unprepared to address students who have experienced trauma in meaningful and sustainable ways (Caringi et al, 2015). In response, many schools and districts have adopted trauma-informed practices (Overstreet & Chafouleas, 2016).

This text addresses the gap in the literature in embedding trauma-informed practices into pre-service teacher education. This text provides examples of the various ways educator preparation faculty are developing and implementing trauma-informed practices across their programs, instituting broader curricular shifts to incorporate trauma-informed practices, shifting pedagogical practices to include trauma-informed practices and collaborating across disciplines in order to ensure that teacher candidates are thoughtfully prepared to address students' needs and create classroom environments that are equitable, safe and sustainable for students and teachers.

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