Preparing the Next Generation of Health and Physical Educators through Trauma-Informed Programs

Ellison, Douglas W.; Wynard, Tammy; Walton-Fisette, Jennifer L.; Benes, Sarah

doi:10.1080/07303084.2020.1811623

Cited by 18 publications

(10 citation statements)

References 11 publications

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“…As introduced in this article, scholars from 1979 to the present call on PETE, Health, and physical education professionals to attend to the subjective and embodied nature of the students who are in our care (Altieri et al, 2021;J. A. Haegele et al, 2020;Azzarito, 2016;Azzarito & Solmon, 2006a, 2006b, 2009Azzarito et al, 2006;Azzarito & Solomon, 2005;Block, 2001Block, , 2014Block & Weatherford, 2013;Clark, 2020;Culp, 2013Culp, , 2016Culp, , 2020Culp, , 2021Culp & Schmidlein, 2012;Ellison et al, 2020;Fernandez-Balboa & Megías, 2014;Fitzpatrick, 2013;Harrison, 2013;Hugh & Brown, 2013;Hylton, 2015;J.A. Haegele et al, 2018;Kleinman, 1979;Landi et al, 2020;Lynch et al, 2020;Paechter, 1996;Sato & Hodge, 2012;Sutherland & Parker, 2020;Wynard et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Walton-Fisette and provided strategies that include "becoming self-aware and fostering resilient learners by creating physically and emotionally safe spaces, formulating positive and healthy relationships with students, developing student responsibility, and guiding students toward self-regulation" (Walton-Fisette & Ellison, 2020, p. 7). Sutherland and Parker (2020) and Ellison et al (2020) recommend that practitioners and PETE and HETE (Health Education Teacher Education) programs include pedagogical strategies whereby equitable spaces and environments can be created for the purpose of valuing and supporting self and others. Lynch et al (2020) recommend connecting restorative practice to holistic development and the importance of including students in decisionmaking in behavioral and pedagogical contexts.…”

Section: Introductionmentioning

confidence: 99%

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Thirdspace Movement Concepts in Physical Education Teacher Education

Block

Haneishi

Zarco

et al. 2021

Quest

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In this age of racial inequality, dehumanization, social unrest, and calls for social justice, society needs an educational space in schools that emphasizes awareness of self and diverse others and acceptance practices. Expanding the higher education PETE curriculum to include movements and activities that place students as subjects of their own first-person subjective experiences will lead to the cultivation of mindfulness, motivation, and meaning within social, historical, and cultural contexts, and promote positive connections with self and others. The authors introduce a Thirdspace with practical strategies related to PETE programmatic reform that draws upon Eastern and Western movement forms that can lead to self-awareness, humanization, inner peace, and respect for others.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Thirdspace Movement Concepts in Physical Education Teacher Education

Block

Haneishi

Zarco

et al. 2021

Quest

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“…Evaluations of pre-service teacher education course content regarding trauma and trauma-informed practice have shown 10.3389/feduc.2022.929582 that including this learning opportunity has potential to increase recognition and support of trauma affected school students and to enhance the personal and professional wellbeing of early career school educators (Brown et al, 2020;Ellison et al, 2020;Rodger et al, 2020;Shooks, 2020;DiMaria-Sileno, 2021). One training evaluated by Rodger et al (2020) assessed outcomes of the Trauma and Violence Informed Care component (6 h) of a mandatory 12-week course in mental health literacy for 287 Canadian pre-service teachers.…”

Section: Graduate Teachers Are Under-preparedmentioning

confidence: 99%

Trauma-informed initial teacher education training: A necessary step in a system-wide response to addressing childhood trauma

L’Estrange

Howard

2022

Front. Educ.

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The growing prevalence of students affected by complex trauma, and the significant implications of unresolved trauma for these students later in life, highlights the imperative for a system-wide response to address the effects of complex trauma in student populations. An important step in this system-level response is increasing the knowledge of pre-service teachers in trauma-informed education practice through initial teacher education programs. Trauma-informed education settings are increasingly being recognised as critical in the resolution of complex trauma for impacted learners; however, trauma-informed training in pre-service teacher education is lacking. While a small body of recent research has shown promise in increasing pre-service teacher knowledge and confidence in teaching children and young people affected by complex trauma, there is scant longitudinal data that informs us of how pre-service teachers may be implementing the knowledge they have learnt in their practice after they have graduated. Through survey data, the current study explored the perceptions of 124 Australian pre-service teachers’ knowledge, self-efficacy, and resilience related to working with trauma-affected students before and after completing a 6-week initial teacher education unit in managing student behaviours related to complex trauma, and 1 year after graduating. Key findings indicated pre-service teachers’ knowledge, self-efficacy, and resilience in teaching students with complex trauma increased dramatically from pre- to post- study of the 6-week unit and this learning continued to be evident 1 year into their teaching career. However, the data also suggest that these attributes are not something that develops quickly or without ongoing professional learning and practice. Although pre-service and early career teachers seem keen to advance their trauma awareness, it is important they receive ongoing support to develop their skills into their early careers. These findings have implications for the design of trauma-informed initial teacher education and the importance of additional early career professional learning.

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“…The aims of TIP and trauma informed schools (TIS) training shared core elements in international research (Substance Abuse and Mental Health Services Administration, 2014; Bywaters, 2017;Thomas et al, 2019;Douglass et al, 2021). Training for a range of organisations in the fields of health, education, psychology, and juvenile crime prioritised these aims (Lucio and Nelson, 2016;Ellison et al, 2020).…”

Section: Trauma Informed Training-challenges and Benefitsmentioning

confidence: 99%

What Is a Trauma Informed Classroom? What Are the Benefits and Challenges Involved?

Sweetman

2022

Front. Educ.

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This paper investigates the elements of a “trauma informed classroom.” The origins of this approach lie in the developing understanding of Adverse Childhood Experiences (ACEs) and their significant life-long negative effects on development in all areas of life. The study takes a narrative topical approach drawing on established research on trauma impact, and the emerging studies on trauma informed approaches in education. Children and young people affected by traumas such as living with addiction, domestic violence or severe neglect are currently attending educational institutions. There are also young refugees, who are victims of state sponsored violence and brutality. These young people frequently struggle with concentration and may also have relational and behavioural difficulties. Logistical difficulties around attendance, resources, and PTSD type symptoms add to their burden and lead to dropping out or gaining a reputation as a troublemaker or incapable student. The foundation of the “trauma informed classroom” is an understanding by teachers of the daily circumstances of their pupils’ lives, and awareness of what trauma-based reactions and behaviours look like. The rituals and teaching methods of the classroom may be modified in response to the pupils’ needs, in consultation with them, and in a system of ongoing feedback. This work necessitates a collaborative team to support the teacher, and access relevant services. The aim of this paper is to explore the elements of a trauma informed classroom. The benefits and challenges for pupils and teachers will also be discussed.

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Preparing the Next Generation of Health and Physical Educators through Trauma-Informed Programs

Cited by 18 publications

References 11 publications

Thirdspace Movement Concepts in Physical Education Teacher Education

Thirdspace Movement Concepts in Physical Education Teacher Education

Trauma-informed initial teacher education training: A necessary step in a system-wide response to addressing childhood trauma

What Is a Trauma Informed Classroom? What Are the Benefits and Challenges Involved?

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