NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1209431
Record Type: Journal
Publication Date: 2019
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
Preparing Trauma-Sensitive Teachers: Strategies for Teacher Educators
Honsinger, Connie; Brown, Mavis Hendricks
Teacher Educators' Journal, v12 p129-152 Spr 2019
Many children who attend school have or will experience some type of trauma that may impact cognition, behavior, and relationships (Van Der Kolk, 2014). The result of these adverse experiences is often diminished concentration, memory, organization, and language skills that can exacerbate maladjustment in the school setting (Ogata, 2017). According to the National Child Traumatic Stress Network (NCTSN) (2016), difficulties displayed by children impacted by trauma can also include poor social skills, increased aggression, an inability to trust, dysregulation, fearfulness, anxiety, and avoidant behaviors. Despite how common exposure to trauma is and the significant impact it can have on students and the classroom, few teachers are prepared to recognize and respond appropriately. This paper will provide information and resources that can assist teacher educators to better prepare future teachers to address these concerns and build resilience in all students particularly those impacted by trauma.
Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: ehthomps@ehc.edu; Web site: https://www.ateva.org/journal-1/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia