Teaching hope and resilience for students experiencing trauma : creating safe and nurturing classrooms for learning
Douglas Fisher (Author)
"This book is for teachers and those preparing to be teachers. It explores the actions that teachers can take to provide students an opportunity to continue learning while also addressing the trauma they have experienced. This is not a book for counselors, though they, too, will find it helpful in counseling teachers regarding classroom trauma-sensitive practices. Rather, this book is focused on the classroom teacher who provides student voice and allows students to become more active and engaged in their own learning by learning to discuss, write about, and engage in civic action. It also offers direction for how to create an emotionally safe classroom environment in which students find a refuge from trauma and a space in which to process events. The chapters will be very practical, focused on actions that teachers can take to facilitate learning while students also heal from their traumatic experiences"-- Provided by publisher
1 online resource
9780807777848, 0807777846
1114282673
ContentsIntroduction: Trauma, Teaching, and Learning 1 Personal Trauma and Its Lasting Effects 2Trauma and Its Effects on Young People 4But Past Is Not Prologue 5The Purpose of This Book 61. The Protective Power of Relationships 9 Relationships and Traumatized Youth 10Teacher–Student Relationships 11Differential Treatment of Students 13The Damaging Effects of Humiliation and Sarcasm 14Interrupt the Pattern 19Measuring Teacher–Student Relationships Through Warmth and Conflict 21The Warm Demander 24Build the Resilience of Students Through Stronger Relationships 252. Social and Emotional Learning Is Woven into the Curriculum 29 Identity and Agency 30Social and Emotional Learning in the Classroom 32Integrating Identity and Agency 33Peer Relationships and Social Capital 37Addressing Bullying and Cyberbullying 44Suicide Prevention 45Build the Resilience of Students Through Social and Emotional Learning 503. Utilizing Literacies to Maximize Learning 53 The Power of Literature 55Identity and Literacy Response 56Literacies as Levers to Maximize Learning for Traumatized Youth 57Relevance and Triggers 58Using Discussion for Engaging and Active Dialogue 62Secondary Trauma and Discussion 62Empathy Through Reading and Discussion 63Using Discussion Tools 64Teachers’ Responses and Disclosures 67Writing as Catharsis 68Story Writing with Young Children 69Writing with Adolescents 70Locating Appropriate Literature for Reading, Discussion, and Writing 71Build the Resilience of Students Through Literacies 734. Teaching for Empowerment 75 Learner Empowerment and Engagement 77Empowerment Is Action-Oriented 78Relational Conditions for Empowerment 79Choice and Voice 80Research and Inquiry as Tools for Empowerment 81Three Kinds of Debate of Controversial Topics 88Civics Education and Engagement 92Building Resilience Through Empowerment 965. School Communities as Agents of Change 99 The Mask Project 99Complex Trauma Requires Complex Responses 100Trauma-Sensitive Schooling 101Characteristics of a Trauma-Sensitive School 102A Logic Model for a Trauma-Sensitive School 104Home-Like Schools Build Resilience Through Change 113Literature Cited 115References 116Index 127About the Authors 138