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Jordan, Daniel; Walker, Jude – Journal of Transformative Education, 2023
This paper examines the stories of transformative learning of two men reflecting on their recovery from addictions and trauma. We employ the Hero's journey as a useful frame within which to understand their stories of becoming more and progressing towards a recovered self. The article challenges the dominant biomedical model of addiction, and of…
Descriptors: Transformative Learning, Males, Reflection, Story Telling
Berger, Emily; O'Donohue, Katelyn; La, Chinh; Quinones, Gloria; Barnes, Melissa – School Mental Health, 2023
Childhood trauma is a significant concern in Australia and internationally. Professionals working in the early childhood education sector (i.e., providing early childhood education and care to infants, toddlers, and children from birth to age eight) are positioned to provide valuable support for children affected by trauma. However, there is less…
Descriptors: Early Childhood Teachers, Trauma, Foreign Countries, Emotional Problems
Crenshaw-Williams, Notashia P. – SRATE Journal, 2023
When children are removed from their homes and placed in foster care, their lives are forever changed. Children are not only being separated from their families but from their schools. Many children are already struggling academically without adding the factor of being placed in foster care, due to no fault of your own. If children in foster care…
Descriptors: Trauma Informed Approach, Foster Care, Faculty Development, Teacher Role
Markovikj, Marijana; Serafimovska, Eleonora – Journalism and Mass Communication Educator, 2023
Reporting on trauma is part of the journalists' job, and it needs to be conducted with care for their mental health of the interviewees and audiences. Data from focus groups and online survey with journalism students in Macedonia identified that: reporting on traumatic events can affect mental health; education can be a factor for coping and…
Descriptors: Mental Health, Resilience (Psychology), Journalism Education, Foreign Countries
Brancamp, Tami U. – Topics in Language Disorders, 2023
The purpose of this original essay is to describe the process of developing a stakeholder-engaged research (SER) team with people who have aphasia. The SER process is described through the lens of posttraumatic growth and depreciation in aphasia. This article describes the process of modifying the Posttraumatic Growth and Depreciation Inventory…
Descriptors: Aphasia, Trauma, Individual Development, Stakeholders
Neighbors, Matthew – ProQuest LLC, 2023
Secondary traumatic stress (STS) impacts professionals who assist others experiencing trauma. Assistant principals and principals help both students and staff members suffering crises yet remain an understudied population in relation to STS. This study sought to answer: what is the prevalence of STS in secondary campus administrators, and does the…
Descriptors: Trauma, Stress Variables, Secondary Schools, Principals
Kelly M. Elkins; Samuel Gerald Collins; Teresa Valais; Patricia Westerman – Journal of Faculty Development, 2023
The "Teaching for TU Student Success: Trauma-Informed Learning Environments (TILE) Workshop" provides faculty professional development in trauma-informed pedagogy through several innovative components, including a menu of distinctive content, participation of an instructional designer to provide learning support, and information and…
Descriptors: Trauma Informed Approach, Faculty Development, Workshops, College Faculty
Cebula, K.; Macleod, G.; Stone, K.; Chan, S.W.Y. – Journal of Further and Higher Education, 2022
Research into student experiences of learning about potentially emotionally sensitive topics tends to focus on the use of trigger warnings, with less attention paid to other teaching strategies and to broader context. This questionnaire study of 917 arts, humanities and social science students therefore sought to explore the extent to which…
Descriptors: College Students, Course Content, Controversial Issues (Course Content), Emotional Response
Imad, Mays – New Directions for Student Services, 2022
The purpose of this article is to reflect upon how a trauma-informed education is intimately connected with equity and justice. I will briefly describe the impacts of trauma on students, specifically on their sense of safety and belonging, and by extension, their ability to engage and learn. I will then offer suggestions for how we, as educators,…
Descriptors: Trauma, Stress Management, Justice, Social Justice
Lynch, R. Jason – New Directions for Student Services, 2022
It is estimated that over half of college student affairs practitioners support students through traumatic life events on at least a monthly basis. This level of trauma exposure leaves professionals at risk of experiencing secondary traumatic stress (STS), or the distress that results from helping, or wanting to help, a person experiencing trauma.…
Descriptors: Stress Variables, Trauma, College Students, Student Personnel Services
Nahleen, Sasha; Strange, Deryn; Nixon, Reginald D. V.; Takarangi, Melanie K. T. – Applied Cognitive Psychology, 2022
Trauma victims often come to remember experiencing more trauma than they initially reported. Our experiments are the first to investigate a plausible mechanism for this memory amplification, namely, that people incorporate new details contained in post-event information (PEI) into their event memory. In Experiment 1, participants viewed traumatic…
Descriptors: Trauma, Victims, Memory, Recognition (Psychology)
Hansen, David T.; Sullivan, Rebecca – Studies in Philosophy and Education, 2022
Bearing witness is a familiar if diversely employed concept. On the one hand, it concerns the accuracy and validity of practical affairs, for example in a court of law, at a wedding, or in a law office. On the other hand, the term can embody powerful religious, social, and/ or moral meaning, whether in bearing witness to historical trauma and…
Descriptors: Audiences, Credibility, Trauma, Evaluation Criteria
McDade, Jessica E.; Deming, Hannah C.; Jinks-Chang, Samara; Paulsen, Maria R.; Bui, Anthony L.; Vavilala, Monica S.; Rivara, Frederick P.; Bulger, Eileen M. – Journal of School Health, 2022
Background: Uncontrolled bleeding is the leading preventable cause of death after injury. Stop the Bleed (STB) is a bleeding control training with proposed expansion into schools. However, the attitudes of guardians, specifically those with past trauma/injury, towards expanding STB into schools are unknown. Methods: A cross-sectional survey…
Descriptors: High School Students, Caregiver Attitudes, Trauma, Injuries
Alfaro, Alexandra Elise – ProQuest LLC, 2022
The United States has seen significantly more gun violence on school grounds than other high-income countries across the globe (Grinshteyn & Hemenway, 2019). On February 14, 2018, right here in our very home of Broward County, we experienced one of the most violent, deadly mass school shootings, when 17 people were killed and 17 others injured…
Descriptors: School Safety, Risk Assessment, School Violence, Prevention
Weng, John; Gleason, Michael C. – New Directions for Student Leadership, 2021
From the deaths of George Floyd and Breonna Taylor to the attack on Asian Americans in Georgia to the police shooting of Daunte Wright, the instances of traumatic events recently are too long to list, but the almost daily trauma is impacting our classrooms through the lived experiences of those who are a part of this living, dynamic system. Within…
Descriptors: Student Centered Learning, Trauma, Current Events, Violence