Developing trauma informed teachers : creating classrooms that foster equity, resiliency, and asset-based approaches : reflections on curricula and program implementation
"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...
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| Other Authors | , , |
|---|---|
| Format | Electronic eBook |
| Language | English |
| Published |
Bingley, U.K :
Emerald Publishing Limited : IAP | Information Age Publishing, Inc.,
2022.
|
| Series | Contemporary perspectives on developing trauma informed teachers
|
| Subjects | |
| Online Access | Full text |
| ISBN | 9781806602780 |
| DOI | 10.1108/978-1-64802-994-3 |
| Physical Description | 1 online resource (xviii, 309 pages) |
Cover
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| 082 | 0 | 4 | |a 370.15/34 |2 23 |
| 245 | 0 | 0 | |a Developing trauma informed teachers : |b creating classrooms that foster equity, resiliency, and asset-based approaches : reflections on curricula and program implementation / |c edited by Ofelia Castro Schepers, Megan Brennan, Philip E. Bernhardt. |
| 264 | 1 | |a Bingley, U.K : |b Emerald Publishing Limited : |b IAP | Information Age Publishing, Inc., |c 2022. | |
| 264 | 4 | |c ©2022 | |
| 300 | |a 1 online resource (xviii, 309 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 0 | |a Contemporary perspectives on developing trauma informed teachers | |
| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a Our Stories Belong Here -- Embedding Trauma-Informed Practices in Early Childhood and Elementary Teacher Education Courses -- Putting the Pieces Together: Developing a Trauma-Informed Care Classroom -- Trauma-Informed Teacher Education: Blending Restorative Practices, Classroom Community, and Standards for Social and Emotional Learning -- Preparing Preservice Teachers to Develop Elementary Students' Resiliency Through Empathy, Writing, and Diverse Picture Books -- The TIP of the Iceberg: Trauma-Informed Practices in Education -- Improving the Use of Social Emotional Learning and Trauma -- Informed Practices in Teacher Education -- Authentic Collaboration in Special Education Teacher Preparation Programs Creates Trauma-Informed Teaching Professionals -- Preparing Preservice Teachers for Complex Emergencies: Learning From Traumatic Events in New Zealand -- How a Small, Liberal Arts University Seeks to Create Socially Conscious, Resilient Teachers -- Trauma-Informed Practices in Early Childhood Education: Preparing Those Who Care for Our Youngest Learners -- Interdisciplinary Personnel Preparation and Positive Change in Trauma-Informed Policy and Practice -- An Excellent TIP for Everyone: Broadening Trauma-Informed Practice With Life-Worlds Pedagogy -- Integrating Trauma-Informed Teaching Practices Throughout an Early Childhood Education Program to Support Teacher Education Students -- Introducing a Trauma-Informed Course to Teacher Education in England: Opportunities and Dilemmas -- Incorporating Trauma-Informed Practices Into One Teacher Education Program: Convenience, Intentionality, and Institutionalization. | |
| 506 | |a Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty | ||
| 520 | |a "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"-- |c Provided by publisher. | ||
| 588 | 0 | |a Print version record. | |
| 650 | 0 | |a Affective education |z United States. | |
| 650 | 0 | |a Psychic trauma in children. | |
| 650 | 0 | |a School environment |x Psychological aspects. | |
| 650 | 0 | |a Teachers |x Training of |z United States. | |
| 650 | 7 | |a Education |x Student Life & Student Affairs. |2 bisacsh | |
| 650 | 7 | |a Counselling and care of students. |2 thema | |
| 650 | 7 | |a Educational administration and organization. |2 thema | |
| 650 | 7 | |a Student life. |2 thema | |
| 655 | 7 | |a elektronické knihy |7 fd186907 |2 czenas | |
| 655 | 9 | |a electronic books |2 eczenas | |
| 700 | 1 | |a Schepers, Ofelia Castro, |e editor. | |
| 700 | 1 | |a Brennan, Megan |c (School psychologist), |e editor. | |
| 700 | 1 | |a Bernhardt, Philip E., |d 1977- |e editor. | |
| 776 | 0 | 8 | |i Print version: |z 9781648029936 (hardback) |z 9781648029929 (paperback) |
| 776 | 0 | 8 | |i PDF version: |z 9781648029943 |
| 856 | 4 | 0 | |u https://proxy.k.utb.cz/login?url=https://doi.org/10.1108/978-1-64802-994-3 |