Kathryn Young
Biographic Data
| ID | 5231985 |
|---|---|
| NAME | Kathryn Young |
| GIVEN NAMES | Kathryn |
| FAMILY NAME | Young |
| SIGNATURE | YOUNG K |
| AFFILIATIONS | Metropolitan State University of Denver |
| ORCID | 0000-0002-3895-6038 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 22 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1970 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The trauma turn in mental health care
Trauma has become a dominant framework for understanding social suffering across contemporary mental health care and social welfare. The rise of Trauma-Informed Care (TIC), presented as a progressive and compassionate approach to service delivery, reflects this broader “trauma turn.” In this paper, we examine TIC using the concept of psychocentrism. We focus on how suffering is increasingly interpreted and addressed at the level of the individual…
Trauma‐Informed Practices as a Buffer Against Secondary Traumatic Stress
This study explores the impact of secondary traumatic stress (STS) on first‐year teachers (FYTs) and the potential of trauma‐informed practices (TIP) as a mitigating strategy. STS, which results from exposure to students' trauma, is a significant but underexplored issue in education. By examining the first year of teaching, this mixed‐methods study investigates whether TIP reduces STS symptoms and improves knowledge retention in FYTs. Quantitativ…
Inclusion of Cultural and Linguistic Diversity in Covid-19 Public Health Research
Participation of people from culturally and linguistically diverse (CALD) communities in public health research is often limited by challenges with recruitment, retention and second-language data collection. Consequently, people from CALD communities are at risk of their needs being marginalised in public health interventions. This paper presents intrinsic case analyses of two studies which were adapted to increase the cultural competence of rese…
Mitigating secondary traumatic stress in preservice educators
In this study, explore secondary traumatic stress (STS) in preservice teachers (PSTs) and if trauma‐informed practices (TIPs) have the potential to mitigate STS. We hypothesize that PST who have had consistent and extensive exposure to TIP will experience lower levels of STS in their student teaching or residency than students who have not had this exposure. Thirty‐four PST participated in the study. Twenty‐one were women, 12 men, and 1 identifie…
Hierarchical microaggressions in higher education
How student teachers (don’t) talk about race
This study explores how student teacher talk about their students illuminates the identities ascribed to these same students. It uses a hybrid intersectional framework based on Disability Studies, Critical Race Theory, and Latino Critical Theory and methodologies (like examining majoritarian stories, counter-storytelling, coded talk, and post-civil rights race talk) to uncover how student teacher talk reveals oppressive discourses of race, disabi…
Preparing teachers for inclusive and diverse educational environments
Inclusive education is based on the principle that local schools should provide for all children and young people regardless of any perceived social, emotional, cultural intellectual or linguistic difference or disability. This paper identifies key concepts associated with inclusive education and discusses them in relation to issues in the reform of teacher education. It argues that the reform of teacher education for inclusive education is an im…
Institutional separation in schools of education
I have a student who
This article investigates the use of co-constructed narrative strands to better understand the function of institutional narratives in teacher education. It uses data drawn from a large ethnographic study of talk in interaction in teacher education coursework. The analysis demonstrates how a series of similar small stories functions together to create a larger message about social categories in schooling. Narratives created by preservice teachers…
Physical and social organization of space in a combined credential programme
Social geography brings a new perspective to understanding longstanding separation between general and special education in higher education. This paper uses methods from social geography to consider how the structures and processes of space function to maintain longstanding divisions between general and special education in a US teacher education programme that strives towards inclusivity. This intensive ten‐month qualitative case study includes…
An alternative model of special education teacher education socialization
Bibliographie d’histoire de l’Amérique française
les notices qui n'ont pas t releves car la Revue n'a pas publi de bibliographie de 1992 1994. Nous sommes encore en priode de rodage puisque notre bibliographie s'alimente maintenant diverses banques de donnes. D'ici quelques numros, elle devrait tre plus complte et ne comporter que des notices rcentes
The Khmer Republic
Research Article| January 01 1971 The Khmer Republic: That Was the Cambodia That Was Bernard K. Gordon, Bernard K. Gordon Search for other works by this author on: This Site PubMed Google Scholar Kathryn Young Kathryn Young Search for other works by this author on: This Site PubMed Google Scholar Far Eastern Survey (1942) 11 (1): 26–40. https://doi.org/10.2307/2642904 Views Icon Views Article contents Figures & tables Video Audio Supplementary Da…
Cambodia
Preparing teachers for inclusive and diverse educational environments
Inclusive education is based on the principle that local schools should provide for all children and young people regardless of any perceived social, emotional, cultural intellectual or linguistic difference or disability. This paper identifies key concepts associated with inclusive education and discusses them in relation to issues in the reform of teacher education. It argues that the reform of teacher education for inclusive education is an im…
Institutional separation in schools of education
How student teachers (don’t) talk about race
This study explores how student teacher talk about their students illuminates the identities ascribed to these same students. It uses a hybrid intersectional framework based on Disability Studies, Critical Race Theory, and Latino Critical Theory and methodologies (like examining majoritarian stories, counter-storytelling, coded talk, and post-civil rights race talk) to uncover how student teacher talk reveals oppressive discourses of race, disabi…
An alternative model of special education teacher education socialization
Hierarchical microaggressions in higher education
Physical and social organization of space in a combined credential programme
Social geography brings a new perspective to understanding longstanding separation between general and special education in higher education. This paper uses methods from social geography to consider how the structures and processes of space function to maintain longstanding divisions between general and special education in a US teacher education programme that strives towards inclusivity. This intensive ten‐month qualitative case study includes…
Cambodia
The Khmer Republic
Research Article| January 01 1971 The Khmer Republic: That Was the Cambodia That Was Bernard K. Gordon, Bernard K. Gordon Search for other works by this author on: This Site PubMed Google Scholar Kathryn Young Kathryn Young Search for other works by this author on: This Site PubMed Google Scholar Far Eastern Survey (1942) 11 (1): 26–40. https://doi.org/10.2307/2642904 Views Icon Views Article contents Figures & tables Video Audio Supplementary Da…
Bibliographie d’histoire de l’Amérique française
les notices qui n'ont pas t releves car la Revue n'a pas publi de bibliographie de 1992 1994. Nous sommes encore en priode de rodage puisque notre bibliographie s'alimente maintenant diverses banques de donnes. D'ici quelques numros, elle devrait tre plus complte et ne comporter que des notices rcentes
An alternative model of special education teacher education socialization
Physical and social organization of space in a combined credential programme
Social geography brings a new perspective to understanding longstanding separation between general and special education in higher education. This paper uses methods from social geography to consider how the structures and processes of space function to maintain longstanding divisions between general and special education in a US teacher education programme that strives towards inclusivity. This intensive ten‐month qualitative case study includes…
I have a student who
This article investigates the use of co-constructed narrative strands to better understand the function of institutional narratives in teacher education. It uses data drawn from a large ethnographic study of talk in interaction in teacher education coursework. The analysis demonstrates how a series of similar small stories functions together to create a larger message about social categories in schooling. Narratives created by preservice teachers…
Preparing teachers for inclusive and diverse educational environments
Inclusive education is based on the principle that local schools should provide for all children and young people regardless of any perceived social, emotional, cultural intellectual or linguistic difference or disability. This paper identifies key concepts associated with inclusive education and discusses them in relation to issues in the reform of teacher education. It argues that the reform of teacher education for inclusive education is an im…
Institutional separation in schools of education
How student teachers (don’t) talk about race
This study explores how student teacher talk about their students illuminates the identities ascribed to these same students. It uses a hybrid intersectional framework based on Disability Studies, Critical Race Theory, and Latino Critical Theory and methodologies (like examining majoritarian stories, counter-storytelling, coded talk, and post-civil rights race talk) to uncover how student teacher talk reveals oppressive discourses of race, disabi…
Hierarchical microaggressions in higher education
Mitigating secondary traumatic stress in preservice educators
In this study, explore secondary traumatic stress (STS) in preservice teachers (PSTs) and if trauma‐informed practices (TIPs) have the potential to mitigate STS. We hypothesize that PST who have had consistent and extensive exposure to TIP will experience lower levels of STS in their student teaching or residency than students who have not had this exposure. Thirty‐four PST participated in the study. Twenty‐one were women, 12 men, and 1 identifie…
Inclusion of Cultural and Linguistic Diversity in Covid-19 Public Health Research
Participation of people from culturally and linguistically diverse (CALD) communities in public health research is often limited by challenges with recruitment, retention and second-language data collection. Consequently, people from CALD communities are at risk of their needs being marginalised in public health interventions. This paper presents intrinsic case analyses of two studies which were adapted to increase the cultural competence of rese…
Trauma‐Informed Practices as a Buffer Against Secondary Traumatic Stress
This study explores the impact of secondary traumatic stress (STS) on first‐year teachers (FYTs) and the potential of trauma‐informed practices (TIP) as a mitigating strategy. STS, which results from exposure to students' trauma, is a significant but underexplored issue in education. By examining the first year of teaching, this mixed‐methods study investigates whether TIP reduces STS symptoms and improves knowledge retention in FYTs. Quantitativ…
The trauma turn in mental health care
Trauma has become a dominant framework for understanding social suffering across contemporary mental health care and social welfare. The rise of Trauma-Informed Care (TIC), presented as a progressive and compassionate approach to service delivery, reflects this broader “trauma turn.” In this paper, we examine TIC using the concept of psychocentrism. We focus on how suffering is increasingly interpreted and addressed at the level of the individual…
Political science (9 works) · Psychology (9 works) · Pedagogy (7 works) · Sociology (7 works) · Inclusion (mineral (4 works) · Mathematics education (4 works) · Social Psychology (4 works) · Special education (4 works) · Teacher Education and Leadership Studies (4 works) · Collaborative Teaching and Inclusion (3 works)