Integration Trauma-Informed Practices
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| Title: | Integration Trauma-Informed Practices |
|---|---|
| Language: | English |
| Authors: | Kathryn Young, Ofelia Castro Schepers |
| Source: | Metropolitan Universities. 2024 35(3):91-108. |
| Availability: | Coalition of Urban and Metropolitan Universities. 8000 York Road, Towson, MD 21252. Tel: 410-704-3700; Fax: 410-704-2152; e-mail: cumu@towson.edu; Web site: http://www.cumuonline.org |
| Peer Reviewed: | N |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Trauma Informed Approach, Metropolitan Areas, Urban Universities, Student Behavior, Trauma, Barriers, Empathy, College Faculty, College Students, Teacher Student Relationship, Knowledge Level, Program Implementation, Classroom Techniques, Student Needs, Equal Education, Cultural Awareness, Safety, Altruism |
| ISSN: | 1047-8485 |
| Abstract: | Trauma-informed frameworks are needed in metropolitan and urban university settings because many who enter higher education have experienced trauma or will experience trauma while at the university. This paper addresses the neurobiological and psychological underpinnings of trauma and addresses how these experiences can pose academic challenges, leading to misinterpretations of students' behaviors by faculty. This paper provides faculty with the knowledge to recognize, empathize, and respond effectively to students with trauma experiences and all students. The authors share four practical strategies for implementation (address feeling overwhelmed, address planning for assignments, provide ways to remember content and incorporate a focus on learning content) in the metropolitan and urban university classroom to create an inclusive educational environment that facilitates learning and growth for students who have experienced trauma and all students. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1442442 |
| Database: | ERIC |
| Abstract: | Trauma-informed frameworks are needed in metropolitan and urban university settings because many who enter higher education have experienced trauma or will experience trauma while at the university. This paper addresses the neurobiological and psychological underpinnings of trauma and addresses how these experiences can pose academic challenges, leading to misinterpretations of students' behaviors by faculty. This paper provides faculty with the knowledge to recognize, empathize, and respond effectively to students with trauma experiences and all students. The authors share four practical strategies for implementation (address feeling overwhelmed, address planning for assignments, provide ways to remember content and incorporate a focus on learning content) in the metropolitan and urban university classroom to create an inclusive educational environment that facilitates learning and growth for students who have experienced trauma and all students. |
|---|---|
| ISSN: | 1047-8485 |
