Teaching Note—Teaching Trauma Content Online During COVID-19: A Trauma-Informed and Culturally Responsive Pedagogy

Sherwood, Dee Ann; VanDeusen, Karen M.; Weller, Bridget E.; Gladden, Jessica

doi:10.1080/10437797.2021.1916665

Cited by 15 publications

(27 citation statements)

References 27 publications

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“…Trauma-informed approaches incorporate knowledge of trauma to best foster an environment of safety and support while minimizing the likelihood for re-traumatization. 20,21 Such pedagogies do not expect students to leave their struggles behind as they maneuver through online courses. 22 Rather, they acknowledge that trauma can negatively impact students' learning and seek ways to support learning in the complex contexts of students' lives.…”

Section: The Case For Flexibility In Online Science Coursesmentioning

confidence: 99%

“…Although COVID‐19 has affected students in various ways and student responses are equally varied, deploying a trauma‐informed pedagogy can offer support for all students as it prioritizes communication, support, connection, clarity, and flexibility. Trauma‐informed approaches incorporate knowledge of trauma to best foster an environment of safety and support while minimizing the likelihood for re‐traumatization 20,21 . Such pedagogies do not expect students to leave their struggles behind as they maneuver through online courses 22 .…”

Section: The Case For Flexibility In Online Science Coursesmentioning

confidence: 99%

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The case for flexibility in online science courses: Strategies and caveats

Nunes

Laliberté

Rawle

2022

Biochem Molecular Bio Educ

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The COVID‐19 pandemic created an unpredictable and stressful situation for both students and instructors. With current instruction largely occurring in an online environment, we propose that increased flexibility in course structure will best support student learning. Flexible course structure offers a trauma‐aware approach to teaching, is in line with the Universal Design for Learning, and increases student motivation and meaningful learning. It can also provide more authentic experiences akin to science‐based careers. We provide several specific suggestions for incorporating flexibility in one's class, as well as outline considerations and caveats. Our hope is that flexibility necessitated by the COVID‐19 pandemic will continue to inspire change in future course design and educational paradigms.

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Section: The Case For Flexibility In Online Science Coursesmentioning

confidence: 99%

Section: The Case For Flexibility In Online Science Coursesmentioning

confidence: 99%

The case for flexibility in online science courses: Strategies and caveats

Nunes

Laliberté

Rawle

2022

Biochem Molecular Bio Educ

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“…We, Marie-Anne and Lori, have long-standing backgrounds supporting ECEs in engaging authentically with children and families in ways that support wholistic development. We are acutely aware of the impacts of trauma and adverse childhood experiences on the lives of children and families, and we share an understanding of the role that ECEs play in mediating children's social-emotional learning-and of the secondary trauma they may experience when caring for and supporting children and families who have experienced trauma (Sherwood et al, 2021). Marie-Anne has worked in ECE in various capacities for over 30 years and currently develops programs and policies for the early childhood sector on Canada's east coast.…”

Section: Our Journeys Of Support and Advocacymentioning

confidence: 99%

“…is providing an impetus for growth and change, as in the federal government's April 2021 announcement of a plan for universal child care (Government of Canada, 2021a). On the other hand, COVID-19 has caused stress, anxiety, and trauma-individual and collective trauma (Sherwood et al, 2021), both in society at large and in early childhood environments.…”

mentioning

confidence: 99%

We Are All In This Together: Supporting Hearts and Minds During Unprecedented Times

Hudson

Huston

2021

J Child. Stud.

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This article discusses the potential that trauma-informed pedagogy and social-emotional learning practices hold for supporting educators during the COVID-19 pandemic and beyond. The authors bring a critical lens to considering these approaches, noting some limitations and provisos in their use. We advocate for dialogue, mentorship, and professional learning in using them not only to support educators but to authentically include diverse ways of knowing, doing, and being in early childhood environments.

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“…Prior studies have summarized the literature describing methods of mitigating the risk for adverse consequences among higher education students learning about trauma (Sherwood et al, 2021; Sommer, 2008; Zurbriggen, 2011). However, none of these articles conducted a systematic review.…”

mentioning

confidence: 99%

Teaching Trauma Content in Higher Education: A Systematic Literature Review

Gladden

Weller

Hernandez

et al. 2022

Trauma, Violence, & Abuse

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Higher education must prepare future mental health providers to work with individuals who have been exposed to trauma. This is vital to the success of students’ practice, many of whom would benefit from trauma reduction strategies in their own lives. The purpose of this systematic review is to summarize the knowledge base on teaching methods that may reduce the potential that trauma content in the classroom could cause: (a) re-traumatization; (b) vicarious traumatization; or (c) secondary traumatic stress (collectively “adverse consequences”) in higher education students. This systematic review was conducted following PRISMA-P guidelines. A total of 27 peer-reviewed articles met the inclusion criteria, which included studies that focused on teaching methods that were used to teach trauma content for students in higher education, peer-reviewed articles, and articles published in English before February 12, 2020. Studies were identified based on key words and the full-text articles were reviewed by two authors who discussed discrepancies until consensus was obtained. Researchers recommend using a variety of teaching approaches, from teaching about self-care to journaling. However, the major findings showed that few studies analyzed the effectiveness of these methods, and that therefore, the effectiveness of various methods to address the adverse consequences of teaching trauma content is unknown. Further research is needed, including cross-sectional and longitudinal studies in this area.

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Teaching Note—Teaching Trauma Content Online During COVID-19: A Trauma-Informed and Culturally Responsive Pedagogy

Cited by 15 publications

References 27 publications

The case for flexibility in online science courses: Strategies and caveats

The case for flexibility in online science courses: Strategies and caveats

We Are All In This Together: Supporting Hearts and Minds During Unprecedented Times

Teaching Trauma Content in Higher Education: A Systematic Literature Review

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