Teaching Trauma
A Model for Introducing Traumatic Materials in the Classroom
Bibliographic Data
| ID | 2501338 |
|---|---|
| Authors | Jessica D Cle, Jessica D Cless (0000-0003-3034-5889, Kansas State University, corresponding author), Briana S Nelson Goff (0000-0001-7199-7109, Kansas State University) |
| Year | 2017 |
| Volume | 18 |
| Issue | 1 |
| Pages | 25-38 |
| Publication date | 2017-09-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Advances in Social Work (JOURNAL) |
| Journal identifiers | ISSN: 1527-8565 • E-ISSN: 2331-4125 |
| Publisher | IUPUI University Library (PUBLISHER) |
| DOI | 10.18060/21177 |
| OpenAlex | W2758824967 |
| Language | EN |
| Citations received | 12 |
| References cited | 10 |
niversity courses in disciplines such as social work, family studies, humanities, and other areas often use classroom materials that contain traumatic material (Barlow & Becker-Blease, 2012). While many recommendations based on trauma theory exist for instructors at the university level, these are often made in the context of clinical training programs, rather than at the undergraduate level across disciplines. Furthermore, no organized model exists to aid instructors in developing a trauma-informed pedagogy for teaching courses on traumatic stress, violence, and other topics that may pose a risk for secondary traumatic stress in the classroom (Kostouros, 2008). This paper seeks to bridge the gap between trauma theory and implementation of sensitive content in classrooms of higher education, and presents a model of trauma-informed teaching that was developed in the context of an undergraduate trauma studies program. Implications and future directions for research in the area of trauma-informed university classrooms are discussed
Medical education · Traumatic stress · Child Abuse and Trauma · Clinical Psychology · Education and Military Integration · Medicine · Posttraumatic Stress Disorder Research · Psychology · Social Work · Surgery
Gauging trauma-informed pedagogy in higher education
Student reactions to trauma-related course content
Risky teaching
Trauma-Informed Pedagogy
A Survey of Trauma Education in Social Work Programs in the United States and Canada
Responsible Pedagogy During a Pandemic
Instruction on the front lines
Traumatisation, reflection, and recovery
Pulling the Trigger
Teaching Trauma Content in Higher Education
Considering Developmental Concepts From Attachment Theory to Inform Graduate Student Training in Global Trauma and Disaster Psychology
No Small Parts
Mental Health Problems and Help-Seeking Behavior Among College Students
Potentially Perilous Pedagogies
Resilience in the Face of Potential Trauma
Creating trauma-informed systems
National Estimates of Exposure to Traumatic Events and PTSD Prevalence Using DSM-IV and DSM-5 Criteria
Violence, Abuse, and Crime Exposure in a National Sample of Children and Youth
Envisioning a trauma‐informed service system
Rates of DSM–IV–TR trauma exposure and posttraumatic stress disorder among newly matriculated college students
Post-traumatic Stress Disorder and Health Risk Behaviors Among Afghanistan and Iraq War Veterans Attending College
Caring for Our Students in Courses With Potentially Threatening Content
| Unique citing works | 12 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |