Section outline

  • This module was designed to help instructors teaching during the pandemic, provide a trauma-sensitive environment for students living through that experience and connect them to appropriate resources at Bryn Mawr College. Although the pandemic has ended, the incidence of students struggling with current or past trauma remains high, and trauma-informed approaches remain relevant. 

    Outcomes

    By the end of this module, you will be able to:

    • Explain what trauma informed teaching/education practice is and how it relates to universal design and student-centered learning.
    • Articulate at least two ways to nurture a trauma-informed learning environment and students to appropriate resources  
    • Articulate strategies for your own self-care
    • WATCH: "Trauma-informed teaching and learning in times of crisis." URL
      Students must
      Mark as done

      Source: Carello, J. (2020). Trauma-informed teaching and learning in times of crisis.
      (Watch time: 1 hr, 2 min, 53 sec)

      Abstract: This video provides a broad overview of what trauma is and statistics relating to trauma among students in the United States, followed by a discussion of implications for the classroom. Although not specific to online teaching, the topics presented are relevant to teaching and learning in-person and online. There are also suggestions related to self-care for you as the instructor.

    • READ: "Practicing what we teach: Trauma-Informed educational practice" File
      Students must
      Mark as done

       

      Source: Carello, J. & Butler, L. (2015) Practicing What we teach: Trauma-informed educational practice. In Journal of Teaching in Social Work, 35(3), pp. 262-278.

      Abstract: This article presents the starting case for applying the elements of trauma-informed care (TIC) to education and outlines the authors’ initial efforts to develop guidelines for what they call trauma-informed educational practice. To this end, the article starts with a literature review related to the potential for vicarious traumatization and retraumatization among students in clinical training, followed by a discussion of the TIC framework and past efforts to be trauma sensitive in social work education. The authors then describe what drew them to this perspective and inspired them to apply it to educational practice. They then present guidelines for implementing the trauma-informed principle of safety in the classroom in several domains. 

    • READ: "Teaching Note—Trauma-informed teaching in social work education" File
      Students must
      Mark as done

      Source: Sanders, J. E. (2019). Teaching Note—Trauma-informed teaching in social work education, Journal of Social Work Education.

      Abstract: The objective of this teaching note is to further discussion, application, and research on trauma-informed educational practices in social work. Trauma has a pervasive effect across social work service sectors. Both generalist and specialized education about trauma could reduce misinterpretation of coping strategies and retraumatization of vulnerable client groups. Educational practices should recognize the effect of trauma on social work students as well as clients to minimize the risk of vicarious trauma and retraumatization in education. This would foster learning for all students, including those from populations at increased risk for exposure to adversity. Further research is warranted to understand whether trauma-informed education can increase diversity in the profession and trauma knowledge in the field

    • EXPLORE: Additional Reading Page