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Book part
Publication date: 6 September 2021

Brittany R. Raymond

This chapter reflects on the author's unexpected responses to Young Adult (YA) literature as a cathartic and healing experience. It also focuses on the role of YA literature in

Abstract

This chapter reflects on the author's unexpected responses to Young Adult (YA) literature as a cathartic and healing experience. It also focuses on the role of YA literature in reaching the emotional needs of both students and educators as they face their own buried trauma. It is necessary for educators to understand the role trauma plays in the classroom and to develop ways to broach these difficult subjects within a structured lesson to support the development of student resilience. Additionally, it is necessary for educators to challenge their own beliefs surrounding the selection of appropriate texts for classroom use and select texts that reflect student experiences. Through this chapter, the reader will gain practical ways to embrace YA literature in the classroom, as well as practical ways to grow through difficult life experiences and healthy methods to foster resilience in educational spaces.

Abstract

Details

Implementing Trauma-informed Pedagogies for School Change: Shifting Schools from Reactive to Proactive
Type: Book
ISBN: 978-1-83797-000-1

Book part
Publication date: 4 December 2023

Jessica B. Koslouski, Kristabel Stark and Sandra M. Chafouleas

School violence can cause or exacerbate individual and collective trauma. Trauma-informed school approaches offer schools and educators guidance for how to respond. In this…

Abstract

School violence can cause or exacerbate individual and collective trauma. Trauma-informed school approaches offer schools and educators guidance for how to respond. In this chapter, we provide an overview of trauma-informed school approaches and their contributions to healing individual and collective trauma. We begin this chapter by addressing the complex intersection of disability and trauma, and the unique implications of school-based violence for students with disabilities and their teachers. We then define trauma-informed care, describe current short- and long-term trauma-informed school approaches, and explain the aims of these approaches at individual and collective levels. Next, we locate trauma-informed responses to school violence in a context of systemic trauma and share considerations for disrupting the systemic conditions that perpetuate trauma and school violence. We discuss critiques of the trauma-informed care movement and conclude with recommendations for scholars pursuing research in this area.

Article
Publication date: 18 July 2023

Hanife Kahraman and Dilara Kına

Collective political traumas emerge from human behavior as a result of political motivation. These events include destructive and intense violence that disrupt the biopsychosocial…

Abstract

Purpose

Collective political traumas emerge from human behavior as a result of political motivation. These events include destructive and intense violence that disrupt the biopsychosocial processes of people in general. A study was conducted on individuals involved in the conflict between the Kurds in southeastern Turkey and security forces. This study aims to determine whether perceived social support, assumptions about the world, psychological resilience and psychological symptoms predict post-traumatic growth (PTG). In addition, the study examines whether differences existed between the participants’ PTG and the four cited variables according to the type of trauma and major sociodemographic variables.

Design/methodology/approach

This study recruited 324 individuals who completed the PTG Inventory, Multidimensional Perceived Social Support Scale, World Assumption Scale, Brief Psychological Resilience Scale and Symptom Checklist-90-R Symptom Screening List. Data were analyzed using regression analysis, ANOVA and t-test for independent groups.

Findings

Analysis revealed that assumptions about the world, perceived social support and level of psychological symptoms significantly predicted PTG level. The level of psychological symptoms was significantly higher among individuals exposed than those not exposed to prison. Moreover, participants with low levels of education and income displayed low levels of social support and psychological resilience but high levels of psychological symptoms. When working with victims of collective political trauma, the fact that people who are exposed to prison and torture experience and those with low socioeconomic levels pose serious risks in terms of psychological problems must be considered.

Originality/value

This research is important because it collects data on the effects of collective political traumas.

Details

Journal of Aggression, Conflict and Peace Research, vol. 16 no. 1
Type: Research Article
ISSN: 1759-6599

Keywords

Book part
Publication date: 19 July 2022

Ericka L. Galegher, Petrina M. Davidson, Joseph Elefante, Guadalupe Bright and Lisa Damaschke-Deitrick

The objective of this chapter is to analyze educational leadership policy in New Jersey, US, and Ontario, Canada, focusing on the inclusion of the unique needs of systematically

Abstract

The objective of this chapter is to analyze educational leadership policy in New Jersey, US, and Ontario, Canada, focusing on the inclusion of the unique needs of systematically marginalized students, specifically refugees and forced immigrant (RFI) youth. Modes of inquiry are qualitative document analysis of New Jersey and Ontario leadership policies, preparation requirements, and standards. The objective of this paper is to present an extensive literature review of policies related to educational leadership and supporting RFI youth and their teachers as well as to reveal gaps in policies and examine pre- and in-service training requirements. Within the field of comparative and international education, this chapter highlights the institutionalization of trends in educational leadership at state or provincial levels and how these macro-level policies influence educators’ abilities to meet the needs of students from marginalized communities, such as refugees and immigrants.

Details

Annual Review of Comparative and International Education 2021
Type: Book
ISBN: 978-1-80382-618-9

Keywords

Book part
Publication date: 3 October 2015

Jennifer Stone and Susan Bray

Children experience trauma more often than many early childhood educators realize. As many as 26% of children experience multiple trauma events such as abuse, neglect, parental…

Abstract

Children experience trauma more often than many early childhood educators realize. As many as 26% of children experience multiple trauma events such as abuse, neglect, parental substance abuse, parental incarceration, and so forth. Trauma impacts brain development in many negative ways that may have serious consequences on the child’s ability to learn, grow socially and emotionally, and develop physically. These brain changes also change how the child will play in the early childhood classroom, and information is given to help recognize the signs of trauma in children. The early childhood educator can make trauma-sensitive modifications in the classroom to assist the traumatized child’s ability to play out the problem. School counselors can be a resource for assisting early childhood teachers when working with traumatized children. A brief description of the importance of play therapy as a developmentally appropriate method to help traumatized young children is provided.

Details

Discussions on Sensitive Issues
Type: Book
ISBN: 978-1-78560-293-1

Keywords

Abstract

Details

Children and the Climate Migration Crisis: A Casebook for Global Climate Action in Practice and Policy
Type: Book
ISBN: 978-1-80455-910-9

Book part
Publication date: 15 May 2023

Krystal Nunes, Ann Gagné, Nicole Laliberté and Fiona Rawle

As a response to the COVID-19 pandemic, both educators and students adapted to course delivery modes no longer centered on in-person interactions. Resiliency and self-regulation…

Abstract

As a response to the COVID-19 pandemic, both educators and students adapted to course delivery modes no longer centered on in-person interactions. Resiliency and self-regulation are key to success in online contexts, but the rapid transition to remote learning left many students without the necessary support to develop these skills. Much of the existing literature on self-regulation and resiliency focuses on cognitive processes and strategies such as goal orientation, time management, and mindset. However, the added stress and trauma of learning in the context of a global pandemic highlighted the many other factors relevant to students’ development of these skills. Drawing from the literature, the authors explore evidence-informed teaching practices to foster self-regulation and resiliency, highlight the power and privilege of being able to be resilient, advocate for the development of pedagogies of kindness, and emphasize the “how” of implementing techniques to best support students. The authors provide evidence-informed suggestions with the goal of assisting instructors and students during times of high stress, while acknowledging their limitations in addressing structural inequalities highlighted by the COVID-19 pandemic. Nonetheless, the authors argue that evidence-informed techniques and compassionate pedagogies adopted during a period of upheaval remain applicable to future in-person and online pedagogies.

Open Access
Article
Publication date: 21 March 2024

Sarah Holden and Jackie Bruce

This integrative literature review aims to explore themes within higher education that may be applicable to leadership education including: descriptions of trauma, trauma-informed…

Abstract

Purpose

This integrative literature review aims to explore themes within higher education that may be applicable to leadership education including: descriptions of trauma, trauma-informed practices and trauma-informed practitioners.

Design/methodology/approach

Integrative, systematic literature review.

Findings

The results suggest that trauma and trauma-informed practices may have a place in leadership education pedagogy.

Originality/value

There is no work being done in trauma informed practice in leadership education. This study provides future direction for both research and practice.

Details

Journal of Leadership Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1552-9045

Keywords

Article
Publication date: 29 January 2018

Carol A. Ireland and Siona Huxley

Clinical professionals working with psychologically traumatised children in the care system can experience potential challenges maintaining their own positive psychological…

Abstract

Purpose

Clinical professionals working with psychologically traumatised children in the care system can experience potential challenges maintaining their own positive psychological health, and when repeatedly being exposed to the traumatic histories of those in their care. The purpose of this paper is to increase the understanding of vicarious trauma and provide a guide for focussing on future research.

Design/methodology/approach

This is a systematic literature review, considering 13 articles that met the criteria and identified five main themes linked to secondary traumatic stress/vicarious trauma in staff.

Findings

Five main themes were noted. These are: lack of organisational support; lack of health work-life balance; lack of appropriate training; failure to use self-care techniques; and staff failure to share when they are experiencing symptoms.

Practical implications

Various implications are noted from this review. These include: the importance of education and support for staff, to be mindful that newer staff may be considered an “at risk” group for the negative impact of such trauma, and to encourage staff in achieving an effective work-life balance.

Originality/value

This is a focussed systematic review on secondary and vicarious trauma on staff working with children exposed to psychological trauma, such as sexual and physical abuse.

Details

Journal of Forensic Practice, vol. 20 no. 3
Type: Research Article
ISSN: 2050-8794

Keywords

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