Preparing the Next Generation of Health and Physical Educators through Trauma-Informed Programs
Bibliographic Data
| ID | 21556973 |
|---|---|
| Authors | Douglas W Ellison (0000-0002-8137-3217, Kent State University, corresponding author), Douglas Ellison (Kent State University, Kent, OH.), Tammy Wynard (0000-0001-8405-8071, North Central College, Naperville, IL.), Jennifer L Walton-Fisette (0000-0003-2753-4400, Kent State University, Kent, OH.), Sarah Benes (0000-0002-4314-0340, Merrimack College, North Andover, MA.) |
| Year | 2020 |
| Volume | 91 |
| Issue | 9 |
| Pages | 30-40 |
| Publication date | 2020-11-21 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Physical Education Recreation & Dance (JOURNAL) |
| Journal identifiers | ISSN: 0730-3084 • E-ISSN: 2168-3816 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/07303084.2020.1811623 |
| OpenAlex | W3112434680 |
| Language | EN |
| Citations received | 13 |
| References cited | 12 |
As Physical Education Teacher Education and Health Education Teacher Education faculty members, it is essential to help our students acquire the skills to handle the traumas/stress in their lives. It is also important to provide appropriate pedagogical practices so they are prepared to support the P–12 students they will eventually teach as they will have their own adversities they are navigating. For those students in P–12 who are trying to survive and function in the world, because they have experienced trauma and toxic stress, learning can be challenging. Therefore, Physical Education Teacher Education and Health Education Teacher Education programs must prepare their students to be able to create pedagogical spaces that are trauma informed/trauma invested to meet the needs of today’s P–12 students. Therefore, in this article, we provide resources, strategies, and activities to guide instructors about content and pedagogical practices related to trauma. Physical Education Teacher Education and Health Education Teacher Education will be presented separately, as their contexts and content are different, although information on trauma and toxic stress can be applied to both programs
Health education · Health educators · Medical education · Pedagogy · Physical education · Public health · Teacher education · Medicine · Nursing · Physical Education and Pedagogy · Psychology · Sports injuries and prevention · Youth Development and Social Support
Trauma-informed initial teacher education training
What Is a Trauma Informed Classroom? What Are the Benefits and Challenges Involved
Co-creating strategies for enacting trauma-aware pedagogies with pre-service physical education teachers
Trauma-Sensitive Practices in Health Education
Fostering Resilient Learners by Implementing Trauma-Informed and Socially Just Practices
Restorative Practice in Health and Physical Education
Move & Thrive
Toward a Trauma‐Informed Comprehensive School Physical Activity Program
Complicity, trauma, love
It's more about building trust”
Feeling the lesson
Trauma-informed practices and physical education
Two physical educators’ sense of purpose as an indicator of teaching sustainability over time in a high-poverty school setting
Teaching Personal and Social Responsibility Through Physical Activity
Responding to Trauma in and through Physical Education
Trauma-Sensitive Practices in Health Education
Fostering Resilient Learners by Implementing Trauma-Informed and Socially Just Practices
Restorative Practice in Health and Physical Education
The A–Z of Social Justice Physical Education
Theory into practice
Strategies for Teaching About Trauma to Graduate Social Work Students
Reflection as situated practice
| Unique citing works | 13 |
|---|---|
| Citations per year | 2,17 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |