Developing Trauma-Informed Teachers

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

Ofelia Schepers, Megan Brennan, Philip E. Bernhardt

• Publisher: Information Age Publishing
• Year: 2022
• ISBN:
  9781648029943
• Topic: Education
• Subtopic: Behavioural Management

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.

Table of contents

• Cover
• Series page
• Developing Trauma Informed Teachers
• Library of Congress Cataloging-in-Publication Data
• Contents
• FOREWORD
• INTRODUCTION
• CHAPTER 1: Our Stories Belong Here
• CHAPTER 2: Embedding Trauma-Informed Practices in Early Childhood Teacher Courses
• CHAPTER 3: Putting the Pieces Together
• CHAPTER 4: Trauma-Informed Teacher Education
• CHAPTER 5: Preparing Preservice Teachers to Develop Elementary Students’ Resiliency
• CHAPTER 6: The TIP of the Iceberg
• CHAPTER 7: Improving the Use of Social Emotional Learning and Trauma-Informed Practices
• CHAPTER 8: Authentic Collaboration in Special Education Teacher Preparation Programs
• CHAPTER 9: Preparing Preservice Teachers for Complex Emergencies
• CHAPTER 10: How a Small, Liberal Arts University Seeks to Create Socially Conscious Teachers
• CHAPTER 11: Trauma-Informed Practices in Early Childhood Education
• CHAPTER 12: Interdisciplinary Personnel Preparation and Positive Change
• CHAPTER 13: An Excellent TIP for Everyone
• CHAPTER 14: Integrating Trauma-Informed Teaching Practices
• CHAPTER 15: Introducing a Trauma-Informed Course to Teacher Education in England
• CHAPTER 16: Incorporating Trauma-Informed Practices Into One Teacher Education Program
• ABOUT THE EDITORS
• ABOUT THE CONTRIBUTORS