Trauma, Self-Regulation, and Learning

Panlilio, Carlomagno C.; Ferrara, Amanda M.; MacNeill, Leigha A.

doi:10.1007/978-3-030-12811-1_4

Cited by 9 publications

(2 citation statements)

References 75 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to the ICP perspective, an adverse or traumatic event in the past tends to influence the present and the future relation of a person with systems; it can affect the present intrapersonal relationship (lower self‐esteem, motivation and self‐regulation; Panlilio et al, 2019; Reiland & Lauterbach, 2008), can worsen interpersonal relationships (Beck et al, 2009) leading to maladaptive schemas of communication, can destroy professional plans by pushing the person to abandon education or their career, and can also affect the spiritual system by creating the idea that there is no benefit from spiritual or religious practices. However, the occurrence of a past traumatic event might influence the present, and it might also affect the plans and expectations an individual has for the future.…”

Section: Time the Spine Of Systemsmentioning

confidence: 99%

Internal cohesion psychotherapy: The nature, principles and application

Uka

Gashi

Studenica

2023

Couns and Psychother Res

View full text Add to dashboard Cite

Psychotherapy is widely used to treat different mental health disorders and emotional difficulties. The main objective of psychotherapy is to help clients become aware of and have control over their thoughts, moods, feelings and behaviours, as well as create healthy strategies to respond to challenging situations. Since the existing psychotherapy approaches and other methods of treatment are not always effective in treating mental health disorders, there is still space for new approaches to fill this gap. In this paper, we provide information about internal cohesion psychotherapy, which is a new integrative approach. This paper presents a new approach to eclectic psychotherapy, focussing on four detrimental aspects of human functioning through different time perspectives.

show abstract

Section: Time the Spine Of Systemsmentioning

confidence: 99%

Internal cohesion psychotherapy: The nature, principles and application

Uka

Gashi

Studenica

2023

Couns and Psychother Res

View full text Add to dashboard Cite

show abstract

“…Under high-intensity conditions, the human brain manages by developing a system to tolerate or minimize excessive stress and overrides cognitive sources of energy deemed less of a priority, such as learning ( 9 ). Specifically, traumatic incidents interrupt executive functioning and self-regulation ( 10 ), making it harder for students to plan, remember, and focus ( 11 ), which often results in lower performance and reduced student engagement ( 12 – 14 ). Given the impact of stress on learning in STEM, how can instructors help students cope and thrive in these unprecedented conditions?…”

Section: Introductionmentioning

confidence: 99%

Resilient Instructional Strategies: Helping Students Cope and Thrive in Crisis

Shay

Pohan

2021

J Microbiol Biol Educ.

View full text Add to dashboard Cite

Recent times of excessive stress call for a reflection and reformation of how people interact and support one another. This is particularly true in science, technology, engineering, and mathematics (STEM) discipline–based education, where it is becoming increasingly important for course instructors to adopt student-centered teaching approaches that engage students, maintain rigor, and consider the students’ learning experiences, including stress.

show abstract

Relationship building strategies within trauma informed frameworks in educational settings: a systematic literature review

Wilson-Ching

Berger

2023

Curr Psychol

View full text Add to dashboard Cite

Connection with others and a sense of belonging is essential for student school engagement and success. Relationship building practices are therefore central within trauma-informed frameworks that aim to support students with a history of interpersonal trauma. The purpose of this systematic review was to evaluate the research literature regarding relationship building strategies that have been implemented within educational systems as part of their trauma-informed practices. The relationship building strategies, outcomes, and phenomenological experiences of teachers and students were evaluated. Four electronic databases were systematically searched and studies within the education system, from preschool to high school, which included connectedness to school through relationship building as part of a trauma-informed practice protocol, were included in the searches. Thirteen studies were identified where educational settings implemented relationship building strategies within well-established, eclectic, or relationship-specific trauma-informed models. Results suggest great variability of implementation and strategies related to relationship building across school settings, even within studies implementing the same trauma-informed framework. Across studies, positive outcomes reported included improved relationships with teachers, better relationships with other students, greater use of relationship building practices, an increased willingness of teachers to develop better relationships with their trauma-affected students, and improved relationships with families. The study concludes that relationship building strategies within the school system need to be considered and implemented within a systems framework where teacher-child and teacher-family relationships are supported and encouraged. Further, these strategies are more likely to be sustainable when teachers receive ongoing support.

show abstract

Trauma, Self-Regulation, and Learning

Cited by 9 publications

References 75 publications

Internal cohesion psychotherapy: The nature, principles and application

Internal cohesion psychotherapy: The nature, principles and application

Resilient Instructional Strategies: Helping Students Cope and Thrive in Crisis

Relationship building strategies within trauma informed frameworks in educational settings: a systematic literature review

Contact Info

Product

Resources

About