Trauma-Informed Pedagogy in Higher Education (eBook, PDF)
A Faculty Guide for Teaching and Learning
Redaktion: Stromberg, Ernest
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This volume explores the current state of student mental health and trauma while offering theories and practice of trauma-informed teaching and learning.The interdisciplinary authors gathered in this collection discuss the roles, practices, and structures in higher education that can support the wellness and academic success of students who suffer from the effects of traumatic experiences. Chapters cover topics on teaching traumatic materials ethically and effectively, reading and writing to support recovery and healing from trauma, inclusive pedagogies responsive to systemically inflicted tra...
This volume explores the current state of student mental health and trauma while offering theories and practice of trauma-informed teaching and learning.
The interdisciplinary authors gathered in this collection discuss the roles, practices, and structures in higher education that can support the wellness and academic success of students who suffer from the effects of traumatic experiences. Chapters cover topics on teaching traumatic materials ethically and effectively, reading and writing to support recovery and healing from trauma, inclusive pedagogies responsive to systemically inflicted trauma, and developing institutional structures to support trauma-informed pedagogies.
This timely and important book is designed for faculty in institutions of higher education seeking to meaningfully cultivate trauma-informed classes and learning experiences for their students.
The interdisciplinary authors gathered in this collection discuss the roles, practices, and structures in higher education that can support the wellness and academic success of students who suffer from the effects of traumatic experiences. Chapters cover topics on teaching traumatic materials ethically and effectively, reading and writing to support recovery and healing from trauma, inclusive pedagogies responsive to systemically inflicted trauma, and developing institutional structures to support trauma-informed pedagogies.
This timely and important book is designed for faculty in institutions of higher education seeking to meaningfully cultivate trauma-informed classes and learning experiences for their students.
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