Trauma in Adult and Higher Education

Conversations and Critical Reflections

Edited by:
Laura Lee Douglass, Endicott College
Aubry Threlkeld, Endicott College
Lisa R. Merriweather, University of North Carolina at Charlotte

A volume in the series: Adult Learning in Professional, Organizational, and Community Settings. Editor(s): Carrie J. Boden, Texas State University.

Published 2022

Trauma in Adult and Higher Education: Conversations and Critical Reflections invites readers to think deeply about the experiences of trauma they witness in and outside of the classroom, because trauma alters adult learners' experience by disrupting identity, and interfering with memory, relationships and creativity. Through essays, narratives, and cultural critiques, the reader is invited to rethink education as more than upskilling and content mastery; education is a space where dialogue has the potential to unlock an individual’s sense of power and self-mastery that enables them to make sense of violence, tragedy and trauma.

Trauma in Adult and Higher Education: Conversations and Critical Reflections reveals the lived experiences of educators struggling to integrate those who have experienced trauma into their classrooms - whether this is in prison, a yoga class, or higher education. As discourses and programming to support diversity intensifies, it is central that educators acknowledge and respond to the realities of the students before them. Advocates of traumasensitive curriculum acknowledge that trauma shows up as a result of the disproportionate amount of violence and persistent insecurity that specific groups face. Race, gender, sexual orientation, ability, and immigration are all factors that expose individuals to higher levels of potential trauma.

Trauma has changed the conversations about what education is, and how it should happen. These conversations are resulting in new approaches to teaching and learning that address the lived experiences of pain and trauma that our adult learners bring into the classroom, and the workforce. This collection includes a discussion of salient implications and practices for adult and higher education administrators and faculty who desire to create an environment that includes individuals who have experienced trauma, and perhaps prevents the cycle of violence.

Foreword—On Behalf of the Adult Higher Education Alliance, Joann S. Olson. Introduction, Laura Douglass. Acknowledgments. PART I: PEOPLE AND PLACES LEFT BEHIND. Complex Post-Traumatic Stress Disorder at the University: A Hidden Disability, Sara Silva. Defining the Moment, Steven Shibuya. Silenced by Trauma: A Comparison of the Second Generation in Two Cultures, Christiane K. Alsop and Sylvia Cowan. Resisting Intersectional Disability Soul Destroying in Education Contexts: A Collaborative Autoethnography for Healing, Lisa Boscovich, Mercedes A. Cannon, David I. Hernández-Saca, Laurie Gutmann Kahn, and Emily A. Nusbaum. Trauma and Transformative Learning: One University’s Response to Black Student Protests Against Racism, Dawn Johnson. Trauma and Restorative Landscapes in Higher Education, Laura Lee Douglass. Aggression in Academia: Examining Faculty and Student Cyberbullying, Tiffany Karalis Noel and Courtney Doxbeck. Mindful Self-Care for Educators: Decreasing Burnout, Compassion Fatigue, and Effects of Vicarious Trauma, Kellie S. Talebkhah-St. Marie and Catherine Cook-Cottone. Trauma-Inclusive Programming Practices, Rebecca Rampe. A Critical Supervisory Framework for Mitigating Indirect Trauma in Higher Education Practice, Chelsea Gilbert. PART II: EDUCATION WITH HEART: TRAUMA INFORMED. Implementing a Trauma-Informed Care Curriculum in Undergraduate Medical Education, Samara Grossman, Sarah Berman, Taylor Brown, Annie Lewis-O’Connor, Katherine McDaniel, Pooja Mehta, Jennifer Potter, Caitlin Radford, Eve Rittenberg, Nhi-Ha Trinh, and Deborah Bartz. Trauma-Informed Journalism, Kevin Becker and Lori Shontz. Trauma-Informed Counselor Education for Adults in Recovery From Substance Use, Jennifer Pemberton Heffner and Ted McCadden. Trauma Informed Teaching for Trauma Courses: A Practical Guide, Nathalie Saltikoff and Dana Modell. Practicing Trauma-Responsive Teaching in Adult and Higher Education: An Integrational Approach, Mitsunori Misawa and Amber Giffin. Trauma-Informed Teaching of Writing in Higher Education, Marian Mesrobian MacCurdy. Continuous Traumatic Stress and Social Justice in Counselor Education, Jabari Q. Adoma. Teaching Upstream Toward Resilient Learning: Trauma-Informed Strategies and Theory for Adult Higher Education, Emily J. Wilson. Creating Environments of Healing on Campus: Lessons From Women of Color Trauma-Healing, Nadeeka Karunaratne. Opening the Junk Drawer: Trauma-Informed Expressive Arts in Higher Education, Karen Caldwell, Audrey Stone, and Dominique Hammonds. The Power of Empathy: Trauma Impacts on Transformational Learning, Enid E. Larsen. Behavioral Science, Trauma, and Higher Education, Valbona Demiri, Gabrielle Morgan, Anna Linnehan, and Mary Jane Weiss. Conclusion, Laura Lee Douglass and Aubry Threlkeld. About the Authors.