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Download full textBrunzell, Tom; Waters, Lea; Stokes, Helen – Australian Journal of Teacher Education, 2021
For the last 15 years, teacher wellbeing has been a priority area of exploration within education and positive psychology literatures. However, increasing teacher wellbeing for those who educate students impacted by trauma has yet to be comprehensively explored despite repeated exposure of teachers to child trauma and their experiences of…
Descriptors: Trauma, Well Being, Reflection, Teaching Methods
Stokes, Helen; Brunzell, Tom – School Leadership Review, 2019
In order to assess and then to identify promising approaches for school leadership within rural communities, it can be helpful to reframe struggling schools as trauma-affected schools. Acknowledging the impacts of childhood trauma on students and their learning allows school leaders to undertake professional learning both with and for their…
Descriptors: Professional Development, Trauma, Early Experience, Rural Schools
Greig, Jack; Bailey, Brendan; Abbott, Leonie; Brunzell, Tom – International Journal of Whole Schooling, 2021
The impacts of childhood trauma and adverse childhood experiences can have devastating consequences on students' learning and wellbeing. Pairing this alongside the negative and vicarious impacts of secondary traumatic stress on teachers and school leaders, efforts towards whole school change are complex endeavours. The extant literature from…
Descriptors: Trauma, Leadership Styles, Educational Practices, Leadership Responsibility
Direct linkBrunzell, Tom; Stokes, Helen; Waters, Lea – School Mental Health, 2019
This study explored how primary and secondary school teachers changed their practice pedagogy as they underwent training in trauma-informed positive education (Brunzell et al., Contemp School Psychol 20:63-83, 2016b. https://doi-org.bibliotheek.ehb.be/10.1007/s40688-015-0070-x). TIPE integrates teaching strategies from two practice paradigms: trauma-informed…
Descriptors: Elementary Secondary Education, Teaching Methods, Faculty Development, Trauma
Brunzell, Tom; Stokes, Helen; Waters, Lea – Contemporary School Psychology, 2016
This paper explores the role of a positive education paradigm in mainstream and specialist classrooms for students who have experienced complex trauma resulting from abuse, neglect, violence, or being witness to violence. Existing trauma-informed education focuses on repairing regulatory abilities and repairing disrupted attachment in students.…
Descriptors: Trauma, Counseling Psychology, Mental Health Programs, Capacity Building
Brunzell, Tom; Stokes, Helen; Waters, Lea – Australian Journal of Teacher Education, 2018
This study contributed new findings to the construct of meaningful work (MW) and negative impacts on MW. In other professional samples, finding meaning in work has been shown to be an effective buffer when facing workplace adversity. However, prior investigation has neither identified nor explored the specific sources and mechanisms of meaningful…
Descriptors: Teacher Attitudes, Secondary School Teachers, Case Studies, Elementary School Teachers
