Developing Trauma-Informed Teachers

Creating Classrooms That Foster Equity, Resiliency, and Asset-Based Approaches Research Findings From the Field

Ofelia Schepers, Megan Brennan, Philip E. Bernhardt, Ofelia Castro Schepers, Ofelia Schepers, Megan Brennan, Philip E. Bernhardt

• Publisher: Information Age Publishing
• Year: 2022
• Print ISBN:
  9798887301075
  9798887301082
• eBook ISBN:
  9798887301099
• Topic: Education
• Subtopic: Inclusive Education

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.

Table of contents

• Cover
• Developing Trauma-Informed Teachers: Creating Classroom s That Foster Equity, Resiliency, and Asset-Based Approaches
• Contemporary Perspectives on Developing Trauma-Informed Teachers
• Developing Trauma-Informed Teachers: Creating Classrooms That Foster Equity, Resiliency, and Asset-Based Approaches
• Copyright
• CONTENTS
• FOREWORD
• INTRODUCTION
• 1: OUR STORIES BELONG HERE
• 2: GUIDING LEARNERS THROUGH TRAUMA WITH RESPONSIVE MINDFULNESS THEORY
• 3: “CHECKING IN” WITHIN CLASSROOM AND DIGITAL SPACES TO BUILD COMMUNITIES OF SUPPORT
• 4: SELF-COMPASSION PRACTICE TO MITIGATE TEACHERS’ EMPATHY FATIGUE AND BURNOUT
• 5: EQUIPPING AND EMPOWERING THE NEXT GENERATION OF TEACHERS: Building Trauma-Informed, Inclusive Pedagogical Practices and Resiliency for Transformational Education
• 6: RESTORATIVE PRACTICES AS TEACHER PREPARATION FOR BUILDING SKILLS TOWARD PERSONAL RESILIENCY AND APPLYING TRAUMAINFORMED PRACTICES
• 7: REFLECTIONS IN CRISIS: Teachers’ Empowerment, Empathy and Social Justice
• 8: COLLABORATIVE PROFESSIONAL DEVELOPMENT SUPPORTING TRAUMA-INFORMED PRACTICES: Linking Preservice Teacher Candidates with Behavioral Interventionists
• 9: MODELING TRAUMASENSITIVE CLASSROOM PRACTICES WITH PRESERVICE TEACHERS TO DEVELOP MENTAL HEALTH RESPONSIVENESS SKILLS
• 10: AUTOBIOGRAPHY AND SELF-PORTRAITURE: A Strengths Based Framework for Trauma-Informed Pedagogy and Identity and Resiliency Transformation
• 11: TEACHER CANDIDATE PERCEPTIONS AND KNOWLEDGE OF TRAUMAINFORMED PRACTICES IN SCHOOLS
• ABOUT THE AUTHORS