OBJECTIVES
1. Awareness and acknowledgement of various types of trauma and how it impacts learning.
2. Understanding the rationale and necessity for trauma-informed practices in creating culturally inclusive learning environments in HEIs.
3. Apply trauma-informed and cultural wealth principles to develop strategies for fostering inclusive learning environments.
4. Understanding I-Thou versus I-It relationships (Buber) to strive for more inclusive and holistic classroom environments.
5. Explore specific trauma-informed principles and their application in educational settings, such as trauma-sensitive teaching practices or creating safe spaces for students.
6. Evaluate current practices in light of trauma-informed principles and develop action steps for improvement.
CONTENT
Trauma-Informed Approach (click on the image to dowland the file)
Pluralism
Audiovisual content (click on the image to watch the video)
Co-regulation what is and why it matters
What is historical trauma?
How do people experience historical trauma?
How childhood trauma leads to addiction?
Trauma and the nervous system: a polyvagal perspective
Trauma-informed approaches to mental health for BIPOC stundents
REFERENCES
About the secure relationship. (n.d.). The Secure Relationship. https://www.thesecurerelationship.com/about
Administration for Children and Families. (2021). Co-regulation in practice: Strategies for facilitators in youth-serving programs. https://www.acf.hhs.gov/sites/default/files/documents/opre/SARHM_Co-Regulation_In_Practic-june-2021.pdf
Bowlby, J. (1988). A secure base: Parent–child attachment and healthy human development. Basic Books.
Carello, J. (n.d.). Examples of trauma-informed teaching and learning in college classrooms. https://traumainformedteachingblog.files.wordpress.com/2020/03/examples-of-titl-in-college-classrooms-3.2020-color-3.pdf
Cornell University Graduate School. (n.d.). Impact vs. intent: Becoming critical allies through workshop series. https://gradschool.cornell.edu/announcements/impact-vs-intent-becoming-critical-allies-through-workshop-series/
Cremin, H., & Guilherme, A. A. (2015). Violence in schools: Perspectives (and hope) from Galtung and Buber. Educational Philosophy and Theory, 48(11), 1123–1137. https://doi.org/10.1080/00131857.2015.1102038
Dorot, R., & Davidovich, N. (2021). Janusz Korczak as perceived in education and art. Israel Affairs, 27(5), 870–904. https://doi.org/10.1080/13537121.2021.1968211
Endominance. (2022, January 7). Educational neuroscience & the polyvagal theory: The next evolution in classroom management. https://www.endominance.com/educational-neuroscience-the-polyvagal-theory-the-next-evolution-in-classroom-management/
First generation college students: Navigating higher education. (n.d.). Community cultural wealth. https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth
Garriott, P. O. (2019). A critical cultural wealth model of first-generation and economically marginalized college students’ academic and career development. Journal of Career Development, 47(1), 80–95. https://doi.org/10.1177/0894845319826266
Gregory, E. (2022, October 4). What does it mean to be neurodivergent? Forbes Health. https://www.forbes.com/health/mind/what-is-neurodivergent/
Hammond, Z. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press.
Henshaw, L. A. (2022). Building trauma-informed approaches in higher education. Behavioral Sciences, 12(10), Article 368. https://doi.org/10.3390/bs12100368
Katz, J. (2018). Ensouling our schools: A universally designed framework for mental health, well-being, and reconciliation (Vol. 3). Portage & Main Press.
Manitoba Education. (n.d.). The spirit of independence. https://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/courage_poster.pdf
NICABM. (n.d.). Trauma of racism. Retrieved April 25, 2024, from https://www.nicabm.com/program/trauma-racism/
Northern Illinois University. (n.d.). Principles for trauma-informed teaching and learning. https://www.niu.edu/movingforward/resources/principles-for-trauma-informed-teaching.shtml
Polyvagal Institute. (2024). What is polyvagal theory? https://www.polyvagalin
Psychology Today. (n.d.). Belonging, learning, and the brain. https://www.psychologytoday.com/us/blog/belonging-matters/202306/belonging-learning-and-the-brain
PuddleDancer Press. (2023, October 30). NVC trauma. https://www.nonviolentcommunication.com/learn-nonviolent-communication/nvc-trauma/
The Regulated Classroom. (n.d.). The Regulated Classroom. https://regulatedclassroom.com/
Westman, J. C., & Walters, J. R. (1981). Noise and stress: A comprehensive approach. Environmental Health Perspectives, 41, 291–309. https://doi.org/10.1289/ehp.8141291
Life style
«The way we live our lives affects not only our health, but also the health of future generations.»
— Gabor Maté
For discussion
- How can the principles of trauma-informed education (safety, transparency, support, collaboration, empowerment, cultural sensitivity) be applied in diverse educational environments?
- How can we incorporate trauma-informed approaches into classroom dynamics, ensuring that students who face adversity have the necessary learning opportunities to heal and thrive?
- Reflexione sobre cómo se podría integrar el modelo del “Círculo del Coraje” en un entorno educativo para promover la pertenencia, la independencia, la competencia y la generosidad.
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