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Developing Trauma-Informed Teachers

Creating Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches

Edited by:
Ofelia Schepers, Metropolitan State University of Denver
Megan Brennan, Resilient Futures
Philip E. Bernhardt, Metropolitan State University of Denver

A volume in the series: Contemporary Perspectives on Developing Trauma Informed Teachers. Editor(s): Ofelia Schepers, Metropolitan State University of Denver. Megan Brennan, Resilient Futures. Philip E. Bernhardt, Metropolitan State University of Denver.

Call for Chapters

Overview
The use of Trauma-Informed Practices (TIP) in schools aims to create a safe, supportive climate, in which school personnel are encouraged to view and respond to students’ behaviors with an understanding of the potential impact of trauma and the strength of resilience. These practices are intended to be holistic and require a paradigm shift framing potential concerns about students with what has happened rather than what is wrong with you? When educators understand the impact of trauma on a child’s behavior, development, social-emotional skills, and readiness for learning, they can actively work to address these needs and more effectively promote student success.

The vision and development of this edited text are driven by a deep desire to ensure that teacher candidates are thoughtfully prepared to more fully address students’ needs and create classroom environments that are safe and sustainable for students and teachers. Specifically, this text will provide a more informed understanding of how educator preparation programs are providing teacher candidates with the knowledge and practical skills to effectively utilize trauma-informed practices that are rooted in an asset-based approach to foster resiliency skills that support P-12 students who have or are experiencing trauma. The text will also consider how programs are developing equity-focused content, curriculum, & pedagogies to ensure teacher candidates understand how to develop their own resiliency skills. This resource will highlight important and relevant tools, strategies, and approaches for preparing future teachers to implement trauma-informed practices within their classrooms. The following question will situate and frame the edited text and serve as a guide for contributing authors:

• In what ways are teacher preparation programs developing and implementing equity-focused, asset-based content, curriculum, & pedagogies to ensure teacher candidates can successfully integrate trauma-informed practices as well as develop their own resiliency skills?

Chapter Submissions Will:
• Draw from or be grounded in research from the field of teacher preparation, clinical practice, trauma informed practices, and/or critical theories of trauma and/or other intersectional theories?
• Comprehensively describe and explain the content, curriculum, & pedagogies being utilized to ensure teacher candidates can thoughtfully integrate trauma-informed practices as well as develop their own resiliency skills.
• If possible, report on any data-based outcomes related to recent or current program initiatives.

Chapters Should Include the Following Content:
• Opportunities and/or challenge(s) faced by preparation program;
• Theoretical framework and/or literature review grounding work;
• Program background and discussion of content, curriculum, & pedagogies being utilized to ensure teacher candidates can thoughtfully apply and integrate trauma-informed practices.
• Program background and discussion of content, curriculum, & pedagogies being utilized to ensure teacher candidates can develop their own resiliency skills.
• Findings, outcomes, and/or lesson learned;
• Implications of work discussed in chapter and plans to continue developing and enhancing this work.

Target Audience for Text
This text will be of primary interest to all those working in institutions of higher education, alternative licensure programs, and organizations, schools, and districts involved with the preparation of teachers and/or professional development of in-service educators.

Abstract Submission and Deadline
To be considered for publication, authors should send a 500-750 word chapter abstract, abbreviated CV, and contact information to Dr. Philip Bernhardt @ pbernhar@msudenver.edu. Final chapters should be between 16-20 pages, including all text, tables, and references. *Abstracts and other requested information are DUE by July 15, 2020.

Publisher
The text is scheduled to be published by Information Age Press (IAP). For additional information regarding the publisher, please visit https://www.infoagepub.com/

Timeline for Publication
January 25th – Send external reviewers drafts of chapters.

Feb 19th – Chapters from external reviewers sent back to editors.

April 26th – Chapters with feedback sent back edits to chapter authors.

May 17th – Requested edits DUE back to text editors.

June 7th – Final chapters sent to publisher

Editor Contact Information
Dr. Philip E. Bernhardt, Professor of Secondary Education and Associate Director of Honors Program, Metropolitan State University of Denver, pbernhar@msudenver.edu

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