Moving beyond schedules, testing and other duties as deemed necessary by the principal: The school counselor’s role in trauma informed practices

Howell, Penny B.; Thomas, Shelley; Sweeney, D R; Vanderhaar, Judi

doi:10.1080/00940771.2019.1650548

Cited by 13 publications

(14 citation statements)

References 22 publications

(26 reference statements)

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“…This includes familiarizing themselves with education practices including trauma-informed discipline, lesson design, and classroom play activities (Brunzell et al, 2016; Crosby, 2015). Additionally, collaboration with school counselors and psychologists is another resource available to teachers; these mental health professionals, with their expertise in traumatic stress and emotional and behavioral functioning, can help teachers create trauma-informed classrooms and manage their own experiences in the event of STS (Howell et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Preparing Teacher Candidates for Trauma-Informed Practices

et al. 2020

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Children who experience trauma may experience negative health and educational outcomes. Teachers are critical stakeholders in trauma-informed schools and are tasked with recognizing and responding to the needs of students who experience trauma. However, teachers face barriers to implementing trauma-informed practices, including high levels of stress and lack of preparation. This article describes training embedded in an urban teacher preparation program aimed at increasing the trauma knowledge and skills confidence of teacher candidates. Findings suggest the training helped teacher candidates increase knowledge and skills and met stated needs. Recommendations for future research and implications for teachers and teacher educators are discussed.

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Section: Discussionmentioning

confidence: 99%

Preparing Teacher Candidates for Trauma-Informed Practices

et al. 2020

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“…Relational approaches and building supportive relationships through the school community including auxiliary staff, pupils and parents benefitted the students and led to teachers offering each other more peer support (Howell et al, 2019). TIP training which included more methods for responding to trauma reduced numbers of students being referred to special education and being categorised as troublesome students (Banks and Meyer, 2017;Pemberton and Edeburn, 2021).…”

Section: The Student Voice and Connected Relationshipsmentioning

confidence: 99%

What Is a Trauma Informed Classroom? What Are the Benefits and Challenges Involved?

Sweetman

2022

Front. Educ.

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This paper investigates the elements of a “trauma informed classroom.” The origins of this approach lie in the developing understanding of Adverse Childhood Experiences (ACEs) and their significant life-long negative effects on development in all areas of life. The study takes a narrative topical approach drawing on established research on trauma impact, and the emerging studies on trauma informed approaches in education. Children and young people affected by traumas such as living with addiction, domestic violence or severe neglect are currently attending educational institutions. There are also young refugees, who are victims of state sponsored violence and brutality. These young people frequently struggle with concentration and may also have relational and behavioural difficulties. Logistical difficulties around attendance, resources, and PTSD type symptoms add to their burden and lead to dropping out or gaining a reputation as a troublemaker or incapable student. The foundation of the “trauma informed classroom” is an understanding by teachers of the daily circumstances of their pupils’ lives, and awareness of what trauma-based reactions and behaviours look like. The rituals and teaching methods of the classroom may be modified in response to the pupils’ needs, in consultation with them, and in a system of ongoing feedback. This work necessitates a collaborative team to support the teacher, and access relevant services. The aim of this paper is to explore the elements of a trauma informed classroom. The benefits and challenges for pupils and teachers will also be discussed.

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“…School counselors are on the front line in assessing needs and providing care to school-age children in a PK-12 setting (Cook et al, 2019). Howell et al (2019) noted severe impulsivity, increased challenges with higher order thinking, and significant delays in sociability and academic performance are often some of the long-term impact adolescents with a history of trauma face. Research has shown that students suffering from trauma need consistent mental health services, which school counselors can provide short term during the school day.…”

Section: Impact Of Traumamentioning

confidence: 99%

“…Due to the COVID-19 stay-at-home order and school closures, there had been a lack of consistent mental health services provided. School counselors are trained to refer students and families to mental health counselors (ASCA, 2019) while continuing to support students at school (Howell et al, 2019; Lenares-Solomon et al, 2019).…”

Section: Impact Of Traumamentioning

confidence: 99%

COVID-19’s Effect on Students: How School Counselors Rise to the Rescue

et al. 2020

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The COVID-19 global pandemic has brought about many changes to our society, which will have long-term effects for our youth and adolescents. Due to social isolation and adverse childhood experiences, there are concerns of suicidality, technology addiction, and school safety as schools attempt to transition to a state of normalcy in the months to come. This crisis will require coordinated efforts to assist students in not only getting back on track academically but also in helping students cope with the trauma they have and are continuing to experience. As a result, insights from school counselors can be used to obtain a better understanding of the social and emotional effects of COVID-19 by collaborating with administrators to emphasize using school counselors as a mental health provider in schools. The authors highlight school counselors’ mental health training and their role in combating this issue and provide practical applications that can employed to create a systemic approach for social and emotional prevention and intervention during and after the pandemic.

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Moving beyond schedules, testing and other duties as deemed necessary by the principal: The school counselor’s role in trauma informed practices

Cited by 13 publications

References 22 publications

Preparing Teacher Candidates for Trauma-Informed Practices

Preparing Teacher Candidates for Trauma-Informed Practices

What Is a Trauma Informed Classroom? What Are the Benefits and Challenges Involved?

COVID-19’s Effect on Students: How School Counselors Rise to the Rescue

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