Practicing What We Teach: Trauma-Informed Educational Practice
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| Title: | Practicing What We Teach: Trauma-Informed Educational Practice |
|---|---|
| Language: | English |
| Authors: | Carello, Janice, Butler, Lisa D. |
| Source: | Journal of Teaching in Social Work. 2015 35(3):262-278. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Social Work, Trauma, Counselor Training, Counseling Techniques, Teaching Methods, Safety, Educational Practices, Clinical Experience, Counselor Client Relationship, Guidelines, Victims, Student Characteristics, Teacher Behavior, Assignments, Metacognition |
| DOI: | 10.1080/08841233.2015.1030059 |
| ISSN: | 0884-1233 |
| Abstract: | This article presents the starting case for applying the elements of trauma-informed care (TIC) to education and outlines the authors' initial efforts to develop guidelines for what they call trauma-informed educational practice. To this end, the article starts with a literature review related to the potential for vicarious traumatization and retraumatization among students in clinical training, followed by a discussion of the TIC framework and past efforts to be trauma sensitive in social work education. The authors then describe what drew them to this perspective and inspired them to apply it to educational practice. They then present guidelines for implementing the trauma-informed principle of safety in the classroom in several domains. |
| Abstractor: | As Provided |
| Number of References: | 59 |
| Entry Date: | 2015 |
| Accession Number: | EJ1067176 |
| Database: | ERIC |
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| Abstract: | This article presents the starting case for applying the elements of trauma-informed care (TIC) to education and outlines the authors' initial efforts to develop guidelines for what they call trauma-informed educational practice. To this end, the article starts with a literature review related to the potential for vicarious traumatization and retraumatization among students in clinical training, followed by a discussion of the TIC framework and past efforts to be trauma sensitive in social work education. The authors then describe what drew them to this perspective and inspired them to apply it to educational practice. They then present guidelines for implementing the trauma-informed principle of safety in the classroom in several domains. |
|---|---|
| ISSN: | 0884-1233 |
| DOI: | 10.1080/08841233.2015.1030059 |
