Developing Trauma-Informed Teachers
Creating Classrooms That Foster Equity, Resiliency, and Asset-Based Approaches ~ Research Findings From the Field
Ofelia Schepers, Purdue University
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, Purdue University. Megan Brennan, Resilient Futures. Philip E. Bernhardt, Metropolitan State University of Denver.
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 for students and teachers. Specifically, this text will provide an understanding of how educator preparation programs are providing teacher candidates with the knowledge and skills to effectively utilize an asset-based approach to foster resiliency skills that support P-12 students who have or are experiencing trauma. This text considers how programs are developing equity-focused content, curriculum, & pedagogy to ensure teacher candidates can integrate trauma-informed practices as well as develop their own resiliency skills. This resource highlights important and relevant tools, strategies, and approaches for preparing future teachers to implement traumainformed practices within their classrooms.
In recent years, much attention and resources focused on preparing teachers to more comprehensively address, acknowledge, and understand childhood trauma and the impact it has on students’ lives inside and outside of the classroom. This text will be of interest to all those working in institutes of higher education, alternative licensure programs, and organizations, public schools, and districts involved with the preparation of teachers and/or professional development of in-service educators. It has the potential to serve as a catalyst for teacher preparation programs to more intentionally integrate trauma-informed practices in meaningful ways and contribute to a glaring gap within the literature focused on the systematic ways in which childhood trauma and resiliency development are being addressed in the preparation of teachers.
Foreword, Elizabeth Dutro. Introduction. Our Stories Belong Here, Ellie Haberl Foster. Guiding Learners Through Trauma With Responsive Mindfulness Theory, Erik Jon Byker and Merri Hemphill Davis. “Checking In” Within Classroom and Digital Spaces to Build Communities of Support, Cassandra Lo. Self-Compassion Practice to Mitigate Teachers’ Empathy Fatigue and Burnout, David P. Barry. Equipping and Empowering the Next Generation of Teachers: Building Trauma-informed, Inclusive, Pedagogical Practices and Resiliency for Transformational Education, Grace Fantaroni and Heather Bertrand. Restorative Practices as Teacher Preparation for Building Skills Toward Personal Resiliency and Applying Trauma-Informed Practices, Lorna Hermosura and Molly Trinh Wiebe. Reflections in Crisis: Teachers’ Empowerment, Empathy, and Social Justice, Lisa L. Minicozzi and Devin Thornburg. Collaborative Professional Development Supporting Trauma-Informed Practices: Linking Preservice Teacher Candidates With Behavioral Interventionists, Regina Rahimi, Vanessa Keener, Delores D. Liston, and Amee Adkins. Modeling Trauma Sensitive Classroom Practices With Preservice Teachers to Develop Mental Health Responsiveness Skills, Linda K. Reece. Autobiography and Self-Portraiture: A Strengths Based Framework for Trauma-Informed Pedagogy, and Identity, and Resiliency Transformation, Ellen J. Spitler, Carly Laukaieie Setsumi Ibara, and Marisa Jucutan Mendoza-Maurer. Teacher Candidate Perceptions and Knowledge of Trauma-Informed Practices in Schools, Tommy Wells, Vanessa Gee, and Madeline Chimka. About the Authors.
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