Student trauma, trauma-informed teaching, and self-care in preservice teachers’ clinical experiences

Miller, Keith; Stipp, Karen Flint; Bazemore-Bertrand, Shamaine

doi:10.1080/13664530.2022.2146180

Cited by 2 publications

(1 citation statement)

References 44 publications

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“…Participants suggested that self-care is not a topic in teacher education programs; therefore, it is not top of mind as a mitigation or proactive strategy. According to Miller and Flint-Stipp (2019), preservice teachers have not been engaged in self-care in their curriculum, but their research suggested that trauma-informed teachers understand its necessity. Miller and Flint-Stipp stated, "teacher education can thus play a key role by making resilience central to its mission and infusing self-care into course work, as well as into mentored experiences in the field" (p. 41).…”

Section: Teacher Self-carementioning

confidence: 99%

Trauma-informed teaching for teachers of English as an additional language.

Kostouros¹,

Scarff²,

Millar³

et al. 2023

Traumatology

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This study presents findings on the need for trauma-informed teaching to mitigate vicarious trauma transmission in English language learning (ELL) classrooms, generated from interpretations of 10 stakeholders' perspectives. In this study, stakeholders were either academics specializing in vicarious trauma or coordinators who oversee ELL programming. All participants are leaders in their organizations. Research began with a literature review to examine the potential for vicarious trauma of English language teachers in relation to the importance of integrating trauma-informed teaching that might benefit ELL teachers. This study was conducted qualitatively, taking on an interpretive-phenomenological methodology to reach a shared meaning of vicarious trauma's impact on ELL educators. Themes were identified in the data, and emergent ideas were analyzed against the literature about trauma-informed teaching. Relevant themes included stakeholder perspectives on the manifestation of trauma in the classroom, mitigation strategies, and teacher self-care. As an opportunity to understand the impact of teaching English to immigrant and refugee populations, we undertook a study to investigate the potential vicarious trauma of these teachers. Researchers present discussion based on these findings in relation to how a trauma-informed teaching model and classroom could be of importance to learners and teachers, and includes discussion around the organizational stakeholders in leadership positions that impact the ELL classroom. This research study identifies a gap as well as the need for further research about trauma-informed teaching practices for educators in ELL settings.

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Section: Teacher Self-carementioning

confidence: 99%