ERIC Number: EJ1228588
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Educators' Secondary Traumatic Stress, Children's Trauma, and the Need for Trauma Literacy
Lawson, Hal A.; Caringi, James C.; Gottfried, Ruth; Bride, Brian E.; Hydon, Stephen P.
Harvard Educational Review, v89 n3 p421-448 Fall 2019
In this essay, authors Lawson, Caringi, Gottfried, Bride, and Hydon introduce the concept of trauma literacy, connecting it to students' trauma and educators' secondary traumatic stress (STS). Interactions with traumatized students is one cause of STS; others derive from other traumatic encounters in schools and communities. Undesirable effects of STS start with professional disengagement and declining performance, include spill-over effects into educators' personal lives, and, ultimately, may cause them to leave the profession. The authors contend that alongside trauma-informed pedagogies and mental health services for students, mechanisms are needed for STS prevention, early identification, and rapid response. To benefit from and advance this dual framework, educators need a trauma-informed literacy that enables self-care, facilitates and safeguards interactions with trauma-impacted students and colleagues, and paves the way for expanded school improvement models.
Descriptors: Trauma, Stress Variables, Teacher Student Relationship, Teaching Methods, Mental Health, Health Services, Teacher Effectiveness, Teacher Burnout, Prevention, Identification, Literacy, Daily Living Skills, Peer Relationship, Educational Improvement, Well Being, Risk, Health Promotion, Incidence, Specialists, Referral, Victims, Helping Relationship, Agenda Setting, Posttraumatic Stress Disorder
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
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