Trauma-Informed Pedagogies A Guide for Responding to Crisis and Inequality in Higher Education /

Trauma-Informed Pedagogies A Guide for Responding to Crisis and Inequality in Higher Education /

Manylion Llyfryddiaeth
Awdur Corfforaethol: SpringerLink (Online service)
Awduron Eraill: Thompson, Phyllis (Golygydd), Carello, Janice (Golygydd)
Crynodeb:XXV, 265 p. 20 illus., 2 illus. in color.
text
Iaith:Saesneg
Cyhoeddwyd: Cham : Springer International Publishing : Imprint: Palgrave Macmillan, 2022.
Rhifyn:1st ed. 2022.
Pynciau:
Education, Higher.
Educational psychology.
Teaching.
Psychic trauma.
Inclusive education.
Social psychiatry.
Higher Education.
Educational Psychology.
Pedagogy.
Trauma Psychology.
Inclusive Education.
Clinical Social Work.
Mynediad Ar-lein:https://doi.org/10.1007/978-3-030-92705-9
Fformat: Electronig Llyfr
Tabl Cynhwysion:
  • Introduction
  • Section I. INFUSING TRAUMA-INFORMED PRINCIPLES
  • 1. Employing Trauma-Informed Principles through a Feminist Model of Practice
  • 2. Leveraging the Neuroscience of Now to Cultivate a Pedagogy of Purpose and Empowerment
  • 3. Building Resiliency through the Trauma Informed Classroom
  • 4. Fostering a Spirit of Collaboration by Sharing Power with Students about Course Decisions
  • Section II. TRAUMA-INFORMED TEACHING ACROSS THE CURRICULUM
  • 5. Processing Critical Knowledge Through Trauma-Informed Musical Travel
  • 6. Stumbling My Way to Trauma-Informed Teaching and Learning
  • 7. Humanizing Social Work Education: Resetting for Healing Purposes
  • 8. Section III. APPROACHES TO WORKING WITH SPECIFIC POPULATIONS
  • 9. Trauma-Informed Approaches to Teaching Students with Marginalized Identities during Times of Crisis
  • 10. How Trauma-Informed Care Principles Can Contribute to Academic Success for Students in Hispanic-Serving Institutions
  • 11. Trauma Informed Educational Practices at Community College
  • 12. Not a Hero and not a Stranger: Serving Veterans in Higher Education
  • 13. The Benefits of Reflective Journaling during COVID-19: Contingent Faculty Exploring Teaching and Learning during a Crisis
  • 14. Developing Trauma-Informed Practice: Coordinating Indigenous Adult Education Programs as a Non-Indigenous Educator
  • Section IV. (RE)ASSESSMENT
  • 15. Measuring Trauma Resilience in Higher Education Settings
  • 16. An Educator's Scope of Practice: How Do I Know What Is Mine?
  • 17. What are We Centering?: Developing a Trauma-Informed Syllabus
  • 18. Utilizing an Ecological, Trauma-Informed, Equity Lens to Build an Understanding of the Context for and Experience of Self-Care in Higher Education
  • Section V. TRAUMA-INFORMED TEACHING TOOLBOX
  • 19. Higher Education Trauma Resilience Assessment
  • 20. Educator and Department Self-Assessment Tools
  • 21. Creation of Brave Space
  • 22. First Day of Class Introductions: Trans Inclusion in Teaching
  • 23. The Basket: Setting the Stage for Learning
  • 24. Moment of Action
  • 25. Trauma-Informing your Attendance (Policy)
  • 26. No Questions Asked Late Days
  • 27. The Revise & Resubmit
  • 28. Content Warnings
  • 29. Panels and Pain: Teaching with Comics During Times of Trauma
  • 30. Partner Exams
  • 31. Best Practices for Online Content Design. .

Eitemau Tebyg