Trauma-Informed Teaching Strategies

Autor/in	Minahan, Jessica
Titel	Trauma-Informed Teaching Strategies
Quelle	In: Educational Leadership, 77 (2019) 2, S.30-35 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Trauma; Teaching Methods; Violence; Child Health; Self Control; Mental Health; Anxiety; Trust (Psychology); Interpersonal Relationship; Emotional Response; Aggression; Antisocial Behavior; Teacher Role; Stress Management; Classroom Environment; School Safety; Interaction; Reliability; Feedback (Response); Negative Attitudes; Competence + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Gewalt; Selbstbeherrschung; Psychohygiene; Angst; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Emotionales Verhalten; Lehrerrolle; Stressmanagement; Stressbewältigung; Klassenklima; Unterrichtsklima; Interaktion; Reliabilität; Negative Fixierung; Kompetenz
Abstract	Up to two-thirds of U.S. children have experienced at least one type of serious childhood trauma, such as abuse, neglect, natural disaster, or experiencing or witnessing violence. Trauma is possibly the largest public health issue facing our children today (CDC, 2019). Traumatized students are especially prone to difficulty in self-regulation, negative thinking, being on high alert, difficulty trusting adults, and inappropriate social interactions (Lacoe, 2013; Terrasi & de Galarce, 2017). They often haven't learned to express emotions healthily and instead show their distress through aggression, avoidance, shutting down, or other off-putting behaviors. These actions can feel antagonistic to teachers who don't understand the root cause of the student's behavior, which can lead to misunderstandings, ineffective interventions, and missed learning time. Neurobiologically, students can't learn if they don't feel safe, known, and cared for within their schools (Aupperle et al., 2012). When teachers are proactive and responsive to the needs of students suffering from traumatic stress and make small changes in the classroom that foster a feeling of safety, it makes a huge difference in their ability to learn. This article presents eight examples. (As Provided).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01