Trauma-Sensitive Practices in Health Education

Wynard, Tammy; Benes, Sarah; Lorson, Kevin

doi:10.1080/07303084.2020.1811622

Cited by 10 publications

(7 citation statements)

References 5 publications

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“…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). We, the authors of this framework suggest connecting the psychological and the physical (embodied identities and movement).…”

Section: Discussionmentioning

confidence: 96%

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: 96%

Thirdspace Movement Concepts in Physical Education Teacher Education

Block

Haneishi

Zarco

et al. 2021

Quest

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“…Immediately after the event, shock and denial are typical emotional responses. Longer term reactions include unpredictable emotions, flashbacks, strained relationships, and even physical symptoms such as headaches or nausea [ 79 , 80 ]. Adverse childhood experiences (ACEs) are potentially traumatic events that occur in childhood (0–17 years), and include experiencing or witnessing violence, the death of loved ones, and mental health and substance abuse problems in the home.…”

Section: Discussionmentioning

confidence: 99%

“…Adverse childhood experiences (ACEs) are potentially traumatic events that occur in childhood (0–17 years), and include experiencing or witnessing violence, the death of loved ones, and mental health and substance abuse problems in the home. These events can all have chronic physical health effects and are linked to engagement and behaviors throughout the lifespan [ 79 , 80 ]. It is important to think about a trauma-sensitive informed approach to pedagogy for students as well as adults, especially during this time of unrest and chaos, which is traumatizing in real-time.…”

Section: Discussionmentioning

confidence: 99%

“…It is important to think about a trauma-sensitive informed approach to pedagogy for students as well as adults, especially during this time of unrest and chaos, which is traumatizing in real-time. ACEs and trauma go hand in hand, and it is important that more people in higher education recognize and adapt trauma-informed practices inside and outside of the classroom and in the workplace to create a culture of health and resiliency in a campus community [ 79 ]. Trauma-informed pedagogy practices can be as simple as checking in with students, faculty, or staff; being flexible when possible; valuing engagement of all types; and creating a sense of belonging throughout the institution.…”

Section: Discussionmentioning

confidence: 99%

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Black Women Faculty and Administrators Navigating COVID-19, Social Unrest, and Academia: Challenges and Strategies

Njoku

Evans

2022

IJERPH

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Black women faculty and administrators in the United States are tackling a force of socioeconomic and racial disparities, emotional tolls and invisible burdens within academia, political turmoil, social unrest, and public health crises. COVID-19 has added an additional layer related to work responsibilities, the overall well-being of Black women faculty and administrators and the diverse students they encounter, and management of work and home responsibilities. This paper discusses perspectives and evidence-based strategies regarding Black women faculty and administrators who navigate academia and teach during times of COVID-19 and social unrest. We also outline strategies for university leaders to mitigate cultural and racial gaps in the classroom or workplace and foster diversity and inclusion in academia.

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“…It is imperative to provide learning opportunities that not only meet students’ basic needs but also align with national, state, district, and/or specific unit and lesson objectives (Walton-Fisette, 2020). Therefore, to foster resilient learners in physical education (PE), teachers should focus on critical elements of their pedagogy that prioritize the needs of individual students and create an environment where students feel supported, valued, and cared for (Wynard et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“It's more about building trust”: Physical education teachers’ experiences with trauma-informed practices

Ellison

Walton-Fisette

2022

European Physical Education Review

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In schools today, student trauma and toxic stress may impact students’ ability to learn. Therefore, this inquiry explored the experiences and knowledge of 27 physical education (PE) teachers in the United States related to trauma and trauma-informed practices. Teachers’ experiences were examined through semi-structured interviews informed by the literature. Employing interpretivist philosophical assumptions, data analysis revealed that teachers utilized four general dimensions related to trauma-informed strategies in their gymnasiums: creating a physically safe and emotionally safe space, formulating positive and healthy relationships with students, developing student responsibility, and guiding students toward self-regulation. These strategies aligned with Souers and Hall's (2019) tenets of fostering resilient learners. Although the teachers did not have prior educational experiences with trauma and trauma-informed practices and minimal professional development, they demonstrated what is possible when working with students who experience trauma and/or toxic stress. By fostering resilient learners and engaging in trauma-informed practices, it is conceivable for P-12 students to have positive and inclusive experiences in PE.

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Trauma-Sensitive Practices in Health Education

Cited by 10 publications

References 5 publications

Thirdspace Movement Concepts in Physical Education Teacher Education

Thirdspace Movement Concepts in Physical Education Teacher Education

Black Women Faculty and Administrators Navigating COVID-19, Social Unrest, and Academia: Challenges and Strategies

“It's more about building trust”: Physical education teachers’ experiences with trauma-informed practices

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