Fostering Resilient Learners by Implementing Trauma-Informed and Socially Just Practices

Autor/in	Walton-Fisette, Jennifer L.
Titel	Fostering Resilient Learners by Implementing Trauma-Informed and Socially Just Practices
Quelle	In: Journal of Physical Education, Recreation & Dance, 91 (2020) 9, S.8-15 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walton-Fisette, Jennifer L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0730-3084
DOI	10.1080/07303084.2020.1811620
Schlagwörter	Health Education; Physical Education Teachers; Trauma; Social Justice; Resilience (Psychology); Security (Psychology); Safety; Teacher Student Relationship; Student Responsibility; Self Management; Reflection; Educational Practices; Elementary Secondary Education; Early Experience; Anxiety + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Soziale Gerechtigkeit; Security; Psychology; Sicherheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstmanagement; Bildungspraxis; Frühbeginn; Angst
Abstract	Becoming trauma invested across P-12 educational systems has become exceedingly necessary over the past few years with much focus placed on the whole child and, more recently, a global pandemic and national systemic and institutional racism. With more and more students experiencing trauma and being at a constant state of toxic stress, it is imperative that health and physical education teachers are not only knowledgeable about the signs and symptoms but can engage in preventative measures to minimize possible triggers of past or current traumatic experiences they encounter. Due to lack of funding, licensed counselors are limited within schools, leaving teachers to navigate students' mental, social, and emotional behaviors and experiences. Yet, teachers are not trauma informed or invested due to the lack of emphasis in our teacher preparation programs and professional development opportunities. Thus, the purpose of this article is to inform health and physical educators on issues related to trauma, traumatic stress, the social inequalities and injustices that these students may encounter, and strategies on how to foster resilient learners in physical education and health. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01