Download or read book Teachers Perceptions Awareness and Responses to Students with Childhood Trauma written by Jonathan James Tomlin and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The role of trauma-informed education is becoming a topic of discussion for many school leaders and administrators during the COVID-19 pandemic. The purpose of this study was to explore the relationship between trauma training, education, experience, and teacher self-efficacy, and teachers’ self-reported perceptions of student behavior, teaching, and managing behaviors of students with trauma history. Previous research highlighted a lack of teacher input when developing trauma-informed education within school settings. This correlational study investigated factors associated with educator trauma training, education, experience, and self-efficacy. Data were collected from a city school system in a large, urban district in the northeast United States. Three multiple regression analyses were conducted; each analysis used the predictor variables educator trauma training, education, experience, and self-efficacy scores. This research study found a significant positive correlation between educator trauma training, education, experience, self-efficacy, and teaching traumatized children. It also found a significant positive correlation between trauma training, education, experience, self-efficacy, and teacher responses to student behavior. There was no correlation between trauma training, education, experience, self-efficacy, and perceptions of student behavior. The implications of this research are to find potential professional development gaps for administrators, school leaders, and researchers in developing trauma-informed care programs.

Download or read book Teachers Awareness of Student Trauma and Their Perceived Readiness for Managing Challenging Student Behaviors written by Maureen O. Wilson and published by . This book was released on 2019 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative case study was to determine teachers’ level of awareness of student trauma, teachers’ perceptions of and responses to student behavior, and teachers’ perceived readiness in managing challenging behaviors. The study used the framework of Social Cognitive Theory and Trauma Theory to establish connections between students learned behavior through observations and experiences in their environment and their subsequent behavior following exposure to trauma. To determine the degree to which teachers are aware of student trauma and the degree of teachers’ perceptions and responses to challenging student behavior, as well as teachers’ degree of readiness in dealing with challenging behaviors associated to trauma-related factors two surveys, the School Faculty/Staff and Trauma Survey (Crosby, Somers, Day, & Baroni, 2016) and two sections of the Questionnaire about Teachers and Challenging Behaviors (Westling, 2010), were combined to collect data from 109 teachers. The results suggest an ambiguity with teachers’ awareness and readiness. Teachers are generally aware of trauma but are not fully aware of all the behaviors students exposed to trauma exhibit or the reason they exhibit them. Teachers do not often or consistently respond to challenging behavior with trauma-sensitive strategies. Teachers are neutral in their levels of readiness; therefore, increasing trauma awareness and improving teacher readiness will contribute to less challenging behaviors, which will assist in creating more positive school environments and impact teaching and learning.

Download or read book Equity Centered Trauma Informed Education written by Alex Shevrin Venet and published by Taylor & Francis. This book was released on 2023-09-01 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators must both respond to the impact of trauma, and prevent trauma at school. Trauma-informed initiatives tend to focus on the challenging behaviors of students and ascribe them to circumstances that students are facing outside of school. This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity. In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms.

Download or read book Teacher Perceptions of Trauma Responsive Interventions Designed to Improve Student Behavior written by Pamela Davenport and published by . This book was released on 2021 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: The effects of childhood trauma are evident in urban classrooms today and adversely affect student achievement. The evidence of exposure to trauma is disruptive behavior, often resulting in a suspension from school. The school social worker or counselor is often viewed as the person responsible for implementing strategies that change student behavior, but the importance of educating classroom teachers on how to deal with the impact of trauma has become apparent. This qualitative case study investigated teacher perceptions of trauma-informed practices used to reduce disruptive behavior at one Midwest urban K-8 school, Teacher perceptions of trauma-informed practices that worked to reduce disruptive behavior, the teacher's role in supporting students impacted by trauma, and teacher training needed to support students impacted by trauma were investigated. Perceptions were gathered from classroom teachers (n=17) via an online survey and a focus group. Results illustrated the importance of the teacher-student relationship, flexibility with classroom rules, and the use of sensory items or alternate seating, with 100% of participants strongly agreeing or agreeing and 94.12% identifying the use of a mentor to check in and out with students and providing a safe space to cool down as beneficial to reducing disruptive behaviors. Five of the six focus group participants stated that it takes the support of everyone to meet the needs of students impacted by trauma. The final question investigated teacher perceptions of training. Even though 58.82% of teachers agreed that they were given adequate training, this question had 41.18% of teachers who disagreed that they were provided enough training to support students impacted by trauma. Results from this study identify the importance of well-trained teachers who consistently use trauma-informed practices to reduce disruptive behaviors in the classroom. This study indicates the benefit for school-wide systems of support that include on-going training to reduce disruptive behaviors of students impacted by trauma. Future quantitative research that analyzes student discipline data would be beneficial to validate teacher perception that trauma-informed practices reduce disruptive behavior.

Download or read book Trauma sensitive Professional Development to Change Teacher Perceptions and Actions written by Jason Antonio Smith and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers in urban school districts are often impacted by the adversity and trauma that their students bring with them to school. Most teachers are not trained on how to effectively support students who struggle behaviorally due to the impact of trauma on their brains and bodies. Early childhood trauma not only impacts a teacher's ability to teach, but more importantly early childhood trauma impacts young people physiologically and threatens their quality of life in adulthood. The purpose of this qualitative study was to investigate the perceptions and actions of teachers to capture changes that occur when teachers participated in professional development regarding early childhood trauma. Interviews were conducted with five teachers and 10 students in Midwestern urban intermediate and middle school. By the end of the study, the teachers stated that they had begun responding to classroom disruption in a more child-centered manner, students noticed that their teachers began treating all students in a more equitable way, and many students noticed their teachers began responding to dysregulated students in trauma-informed manners. The implications from this study are that educating teachers on the impact of early childhood trauma can change the way that teachers perceive and react to students who struggle behaviorally in the classroom. Another implication is that changing teachers' beliefs, perceptions, and attitudes can be difficult to achieve because some teachers retained a deficit thinking focus.

Download or read book Teacher Perceptions of Internal and External Student Behaviors and the Impact of Trauma informed Practices written by Rachel E. Metzinger and published by . This book was released on 2021 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: Trauma and the exposure of trauma among adolescents can significantly impact a child’s ability to find success in the school setting. Trauma-affected students can experience difficulties physically, mentally, emotionally, and developmentally, affecting their academics and behavior. This study explored the perceptions of teachers and the causes and symptoms of internal and external student behaviors. Additionally, this study examined if differences existed between elementary and secondary teachers' use of trauma-informed practices, student behaviors, and levels of awareness of trauma-informed interventions for trauma-affected students. To address the needs of students impacted by trauma and implement trauma-informed practices, teachers must have a firm understanding of the needs and root causes of behavior and the procedures and identify measures needed to support all students.

Download or read book The Palgrave Handbook of Positive Education written by Margaret L. Kern and published by Springer Nature. This book was released on 2021 with total page 788 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The approaches outlined in this volume will help expand the narrow focus on academic success to include psychological well-being for students and educators alike. It is a must-read for anyone interested in how positive outcomes such as life satisfaction, positive emotion, and meaning and purpose can be optimized in the educational settings." -- Judith Moskowitz, PhD MPH, Northwestern University Feinberg School of Medicine, USA, IPPA President 2019-2021 This open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience. The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy, and curriculum studies. This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work, and public policy. Margaret (Peggy) L. Kern is Associate Professor at the Centre for Positive Psychology at the University of Melbourne's Graduate School of Education, Australia. Dr Kern is Founding Chair of the Education Division of the International Positive Psychology Association (IPPA). You can find out more about Dr Kern's work at www.peggykern.org. Michael L. Wehmeyer is Ross and Mariana Beach Distinguished Professor of Special Education; Chair of the Department of Special Education; and Director and Senior Scientist, Beach Center on Disability, at the University of Kansas, United States. Dr Wehmeyer is Publications Lead for the Education Division of the International Positive Psychology Association (IPPA). He has published more than 450 peer-reviewed journal articles and book chapters and is an author or editor of 42 texts. .

Download or read book Teaching to Strengths written by Debbie Zacarian and published by ASCD. This book was released on 2017 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book outlines a comprehensive, collaborative approach to teaching students living with trauma, violence, and chronic stress that focuses on students' strengths and resiliency.

Download or read book The Trauma Sensitive Classroom Building Resilience with Compassionate Teaching written by Patricia A. Jennings and published by W. W. Norton & Company. This book was released on 2018-11-13 with total page 263 pages. Available in PDF, EPUB and Kindle. Book excerpt: Selected as a "Favorite Book for Educators in 2018" by Greater Good. From the author of Mindfulness for Teachers, a guide to supporting trauma-exposed students. Fully half the students in U.S. schools have experienced trauma, violence, or chronic stress. In the face of this epidemic, it falls increasingly to teachers to provide the adult support these students need to function in school. But most educators have received little training to prepare them for this role. In her new book, Tish Jennings—an internationally recognized leader in the field of social and emotional learning—shares research and experiential knowledge about the practices that support students' healing, build their resilience, and foster compassion in the classroom. In Part I, Jennings describes the effects of trauma on body and mind, and how to recognize them in students' behavior. In Part II, she introduces the trauma-sensitive practices she has implemented in her work with schools. And in Part III, she connects the dots between mindfulness, compassion, and resilience. Each chapter contains easy-to-use, practical activities to hone the skills needed to create a compassionate learning environment.

Download or read book Trauma informed education written by Helen Elizabeth Stokes and published by Frontiers Media SA. This book was released on 2023-09-08 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Active Training written by Melvin L. Silberman and published by John Wiley & Sons. This book was released on 2015-05-04 with total page 453 pages. Available in PDF, EPUB and Kindle. Book excerpt: The all-time bestselling training handbook, updated for new technologies and roles Active Training turns instructional design on its head by shifting the emphasis away from the instructor, and on to the learner. Comprehensively updated to reflect the many developments in the field, this new fourth edition covers the latest technologies and applications, the evolving role of the trainer, and how new business realities impact training, advancing new evidence-based best practices for new trainer tasks, skills, and knowledge. Up to date theory and research inform the practical tips and techniques that fully engage learners and help them get the most out of sessions, while updated workplace examples and revised templates and worksheets help bring these techniques into the classroom quickly. You'll gain insight into improving training evaluation by using Return on Expectations (ROE), learn how to extend the value of training programs through transfer of learning, and develop fresh, engaging methods that incorporate state-of-the-art applications. Active Training designs offer just the right amount of content; the right balance of affective, behavioral, and cognitive learning; a variety of approaches; real-life problem solving; gradual skill-building; and engaging delivery that uses the participants' expertise as a foundation for learning. This book is the classic guide to employing Active Training methods effectively and appropriately for almost any topic. Learn how the trainer's role has changed Engage learners through any training delivery method Inspire collaboration and innovation through application Overcome the challenges trainers face in the new business environment Active Training methods make training sessions fun, engaging, relevant, and most importantly, effective. Participants become enthusiastic about the material, and view sessions as interesting challenges rather than as means to fulfill requirements. To bring these widely endorsed methods into your training repertoire, Active Training is the complete practical handbook you need.

Download or read book How Schools Can Help Students Recover from Traumatic Experiences written by Lisa H. Jaycox and published by Rand Corporation. This book was released on 2006-10-25 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: This tool kit describes how trauma exposure impacts students' performance and behavior and provides a compendium of programs for schools to support the long-term recovery of traumatized students. It also compares the programs with one another.

Download or read book Childhood Trauma written by Jen Anne Veach and published by . This book was released on 2021 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developments in neuroscience over the last 30 years show evidence that the physical, psychological, and emotional burden of enduring trauma during childhood is a driver for unequal achievement in school and in life. The prevalence and associated risks of childhood trauma have prompted many youth-serving organizations to adopt a trauma-informed approach to responding to and supporting the needs of students impacted by trauma. The purpose of this case study was to explore the attitudes and perceptions of school-based trauma-informed care among elementary educators at a highly-impacted school located in Washington state. In this qualitative case study, survey data was collected from a total of 51 educators, 27 teachers, 19 para-educators, and five additional school staff, representing an 82 percent response rate. Survey results were analyzed using descriptive reporting. Additional qualitative data were collected through nine individual, semi-structured interviews and artifact review both of which were analyzed using conventional content analysis and descriptive reporting. Findings in this study indicated that study participants held favorable attitudes toward working with students impacted by trauma and had positive perceptions regarding the application of trauma-informed principles in a school setting. Staff noted, however, that their attitudes and perceptions have evolved over time through both participating in formal professional development and learning and through their individual experiences working with students impacted by trauma. Study participants identified the issue of childhood trauma as a widespread community issue and indicated their collective commitment to supporting students impacted by trauma achieve both academic and social-emotional growth. Recommendations include further research focused on implementation of trauma-informed frameworks in public school.

Download or read book Complex Childhood Trauma and School Responses written by Terrie A. VanderWegen and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Analysis of the data resulted in three major themes. The first theme, implementation of trauma-sensitive programs and practices, explored the impact that the WSU-AHEC complex trauma training has had on classroom and school-wide practices. The second theme, the power of "WE," examined the collective beliefs of staff that serve as the anchor for the complex trauma work. The third theme, leadership matters, spotlighted the role of leadership in creating, fostering, and supporting a trauma-sensitive learning environment.

Download or read book Teaching Trauma affected Students written by Cheryl R. Haynes and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Trauma-affected children in early grades provide unique challenges for classroom teachers. To better understand these challenges, this study examined the experiences of 12 PreK to first-grade Northwest Georgia educators as they support trauma-affected students. Data collection came from semi-structured interviews, memoing, and member checking. Reasons for supporting trauma-affected students discussed in this study include aggressive behaviors in the classroom setting, volatility of home culture, social-emotional needs, and the impact of Covid-19 quarantines. Challenges facing teachers included a lack of knowledge about child trauma, the lack of training on working with trauma-affected students in teacher preparation programs, and the need for practical interventions to engage these students. These findings indicate the need for training in trauma at the district and collegiate levels, along with peer mentorship and collaboration among current teachers.

Download or read book The Role of Educators in Preventing and Responding to Child Abuse and Neglect written by Cynthia Crosson-Tower and published by . This book was released on 2003 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teaching with Trauma in Mind written by Zakia S. Gibson and published by Kitabu Publishing. This book was released on 2019-10-05 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: About five years ago, the National Task Force on Children Exposed to Violence recommended (or perhaps more accurately, warned) that "every school in our country should have trauma-informed staff and consultants providing school-based trauma-specific treatment." Apparently, few schools-especially those with high-poverty, high-minority student populations-actually heard (and heeded) the recommendation. Most teachers and administrators have accepted that there is simply not enough time to focus on "soft skills" like teaching impulse control, resilience, or emotional regulation and concurrently cover enough content to get test scores high enough to maintain their employment. Our rebuttal to this conclusion is that time isn't their problem, values and priorities are. In other words, if being a trauma-informed educator was adequately valued, then it would be prioritized and time would be "found" to be a trauma-informed educator. Becoming trauma-informed also requires a fundamental understanding that trauma, to quote Catherine Woodiwiss, "permanently changes us." Specifically, the chronic stress accompanying ongoing (or complex) childhood trauma can negatively and enduringly change a child's brain. Childhood traumas like physical or emotional abuse, sexual assault, and persistent family poverty typically triggers neuroplasticity.The commonness of students in classrooms across this country experiencing trauma and trauma-based maladaptive neuroplasticity is far greater than most of us would ever comfortably imagine. Most studies have concluded that 25-40% of all students have already been exposed to (and their brains changed by) some type of acute or complex childhood trauma. Considering the traumatic impact of race and poverty, instead of 25-40%, in these schools we're possibly looking at closer to 80-90% of students presumably having already been exposed to (and their brains negatively changed by) childhood trauma.Race and poverty are highly prevalent traumatic stressors-logically-in schools that have higher percentages of Black and poor students. However, because race and poverty are not typically recognized by educators as traumatic stressors, trauma is not looked at as the most likely motivation for the common negative student behaviors experienced in such schools. Moreover, becoming more trauma-informed is not particularly valued by educators in schools that have higher percentages of Black and poor students as a means of becoming more effective in managing these negative student behaviors. Students impacted by childhood trauma tend to struggle with regulating negative emotions and impulsivity as well as overcoming their overreliance on self-handicapping academic behaviors. They tend to disproportionately engage in disruptive classroom antics, apathy, absenteeism, noncompliance, incompetence, excuses, vulgarity, and misplaced aggression. Oftentimes, school gradually stops being understood as a priority for students experiencing childhood trauma; survival, or rather, somehow dealing the fear of not surviving, semiconsciously becomes too much of a priority. Unfortunately, childhood trauma isn't typically perceived or responded to the same in high-poverty, high-minority schools as it is in more affluent, majority-White schools. There's a greater reluctance to be trauma-informed among the instructional staff serving the former because the negative classroom behaviors of poor, Black or Latino students are automatically seen as confirmation of stigma-based expectations rather than consequences of trauma-based maladaptive neuroplasticity. Fortunately, this reaction can be acknowledged and successfully modified.