The Why, What, and How of Trauma-Informed Educational Practices.
Purpose: Trauma is pervasive in our society, and a history of traumatic stress can have significant detrimental effects on physiological and mental health. The purpose of this tutorial is twofold: to describe trauma, as well as its sources and effects, and to provide practical strategies for communi...
| Publicado en: | Perspectives of the ASHA Special Interest Groups Vol. 7; pp. 1853 - 1870 |
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| Formato: | tables/charts Journal Article |
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American Speech-Language-Hearing Association
Dec2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=160882543&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 160882543 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2381473X KTSD jtl: Perspectives of the ASHA Special Interest Groups issn: 2381473X maglogo: N pubinfo: dt: Dec2022 vid: 7 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 160882543 160882543 160882543 10.1044/2022_PERSP-22-00059 160882543 ppf: 1853 ppct: 17 formats: fmt: @attributes: type: P tig: atl: The Why, What, and How of Trauma-Informed Educational Practices. aug: au: Garrity, April W. affil: Communication Sciences and Disorders Program, Department of Rehabilitation Sciences, Georgia Southern University, Savannah sug: subj: Trauma Education Student Attitudes Students, College Psychosocial Factors Stress Disorders, Post-Traumatic Trauma Classification Support, Social Learning Environment Collaboration Empowerment Social Justice Teaching Methods Learning Methods Hardiness ab: Purpose: Trauma is pervasive in our society, and a history of traumatic stress can have significant detrimental effects on physiological and mental health. The purpose of this tutorial is twofold: to describe trauma, as well as its sources and effects, and to provide practical strategies for communication sciences and disorders educators who are seeking to mitigate the effects of trauma on students. Method: Carello's seven principles of trauma-informed teaching and learning provided the foundation for this work. The universal design for learning and transparency in teaching and learning in higher education frameworks were integrated to develop an extensive list of potential strategies designed to address each of Carello's seven principles. Supporting evidence was drawn from research on various strategies presented here. Conclusion: Although trauma may be a considerable barrier for some students, educators can play a role in supporting these students with trauma-informed educational practices. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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