Utilizing the Teaching Personal and Social Responsibility (TPSR) Model as a Trauma-informed Practice (TIP) Tool in Physical Education

Ellison, Douglas W.; Walton-Fisette, Jennifer L.; Eckert, Kevin

doi:10.1080/07303084.2019.1657531

Cited by 27 publications

(29 citation statements)

References 11 publications

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“…In short, it seems that social responsibility and the progressive development of moral autonomy are linked (Osler and Starkey, 2005), and research with adolescents has found positive and predictive relationships between them Gutiérrez et al, 2011). Responsibility programs play a fundamental role in the development of autonomy (Ellison et al, 2019;Valero-Valenzuela et al, 2019); contributing to the improvement of cognitive skills (Jukes et al, 2018); the perception of competence and intrinsic motivation (Manzano-Sánchez and Valero-Valenzuela, 2019); fun, satisfaction with life, empathy, and prosocial behavior (Cecchini et al, 2003;Gutiérrez et al, 2011); and education in values in general (Sánchez-Alcaraz et al, 2016). When the community is involved, these programs also help to minimize aggressive behavior (Lorenzo-Seva et al, 2010) and improve contexts other than the context in which the program was implemented (Caballero et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…The benefits go beyond an overall improvement in students' social responsibility, also obtaining positive effects in the motivation, prosocial behaviors, reduction of violent behaviors, or improvements in the classroom climate (Manzano-Sánchez and Valero-Valenzuela, 2019). This can even be the basis of trauma-informed practice (TIP), aimed at ensuring the physical and emotional safety of disadvantaged students (Ellison et al, 2019). Particularly relevant are the studies that have implemented long-term programs, with large samples, using quantitative research methodology (Pozo et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Influence of Some Personal and Family Variables on Social Responsibility Among Primary Education Students

et al. 2020

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One of the purposes of education is to help pupils develop a responsible attitude, which is understood to be the capacity to vouch for their actions appropriately and in a way that fits social norms. Training of this type should be intentional, planned, and personalized, which will depend on how developed the individual's social responsibility is. This in turn is influenced by personal and family variables. This article provides an analysis of the interaction of some of those variables with the development of social responsibility in primary education pupils as the basis for the design of programs to promote personal and social responsibility tailored to the features of the pupils. To do this, the Social Responsibility Attitudes Scale was applied to 502 pupils taking grades 2 (8 years old), 4 (10 years old), and 6 (12 years old) of primary education. This scale measures the following factors: (a) obedient in family settings, (b) polite and accepting their mistakes, (c) trust in their parents, (d) responsibility in school setting, (e) friendly and willing to help, and (f) careful of the environment. By carrying out a multivariate analysis with the school grade, gender, family type (single, two-parent), and position among siblings (firstborn, only child, or not firstborn), it was concluded that attitudes related to prosociality start to be differentiated from grade 4 of primary education. It is in grade 6 that children become aware of their responsibility, and this is greater among that from two-parent families. However, no significant differences were found in the level of social responsibility with regard to gender or position among siblings.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Influence of Some Personal and Family Variables on Social Responsibility Among Primary Education Students

et al. 2020

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“…Understanding the impact of trauma and the responses it might evoke is beneficial for those working with/for children and young people so as to help them comprehend the underlying reasons why some children and young people have difficulties with learning, building relationships and managing behaviour. Indeed, having a greater understanding of how to meet the needs of those who have faced ACEs might better support practitioners to move such young people towards a place of learning (Ellison, Walton-Fisette, and Eckert 2019).…”

Section: The Impact Of Traumamentioning

confidence: 99%

“…Moreover, students who struggle to adhere to the rules and demonstrate an inability to handle pressure situations during competition may also exhibit symptoms of trauma (Bergholz, Stafford, and D'Andrea 2016). However, Ellison, Walton-Fisette, and Eckert (2019) also remind us about the individual nature of traumatic experiences, noting that a child's response to traumatic events will vary depending on personal characteristics (e.g., age, maturation, intelligence), their social environment (e.g., family and school support) and the nature of the experience itself (e.g., relationship to perpetrators). As such, it is possible for individuals with similar experiencesin terms of the nature of traumato have very different responses to the events.…”

Section: What Does Our Research Tell Us?mentioning

confidence: 99%

“…One notable exception here is the work of Ellison, Walton-Fisette, and Eckert (2019), which does touch on such issues and examines, in particular, the potential of the Teaching Personal and Social Responsibility (TPSR) model as a means of facilitating trauma-informed practice. This paper aligns with some of these ideas, but also seeks to build on them by adopting a cross-disciplinary approach informed by empirical findings from two youth-voice led studies that worked with diverse groups of care-experienced young people in different geographical contexts.…”

Section: Introductionmentioning

confidence: 99%

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Developing evidence-informed principles for trauma-aware pedagogies in physical education

Quarmby

Sandford

Green

et al. 2021

Physical Education and Sport Pedagogy

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Background: More and more children are experiencing what have been termed adverse childhood experiences. An individual's response to these stressful events determines whether or not they are considered traumaticwhereby the experience is so overwhelming that it engulfs their coping mechanisms leading to lasting negative effects on wellbeing. Notably, childhood trauma is now recognised as a global health epidemic. Physical education (PE) is a unique context whereby participation is public, and the body plays a central role. Our work with care-experienced young people (who are likely to have experienced trauma) tells us that the depth of vulnerability felt by students who have been exposed to trauma is unlikely to be fully be recognised by PE teachers. Purpose: This paper therefore seeks to enhance practitioners' understanding of how trauma manifests and the impact it can have on children and young people's engagements in PE. It is driven by two key questions. First, why is it important for physical educators to have an awareness and understanding of trauma? Second, what principles might underpin trauma-aware pedagogies for PE? Discussion: We note how childhood trauma has been found to consistently impact neurological, physiological and psychological development. Understanding the impact of trauma, and the responses it might evoke, is beneficial for those working with/for children and young people so as to help them comprehend the underlying reasons why some children and young people have difficulties with learning, building relationships and managing behaviour. In an effort to help mitigate the impact of trauma and prevent re-traumatisation, drawing on our collective experiences of working with care-experienced youth and practitioners in PE, physical activity and sport-related contexts, we suggest that the following five evidence-informed principles might be helpful when seeking to enact trauma-aware practice: (1) ensuring safety and wellbeing, (2) establishing routines and structures, (3) developing and sustaining positive relationships that foster a sense of belonging, (4) facilitating and responding to youth voice and, (5) promoting strengths and self-belief. Conclusion: The principles we identify all point to the need for creating safe environments, shaped by consistency, positive connections and opportunities for interaction and engagement. It is not our intention, however, to suggest that there is only one way to enact a trauma-aware pedagogy, rather that an understanding of trauma may enable physical educators to ask when, and for whom, it might be best to draw on particular models in the teaching of PE, through which these principles can be applied.

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Theorising the potential of physical education and school sport to support the educational engagement, transitions and outcomes of care‐experienced young people

Sandford,

Quarmby,

Hooper

2023

British Educational Res J

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Much research highlights the potential of physical education and school sport (PESS) to provide personal, social and educational benefits for young people. As such, it is suggested that PESS contexts could be particularly relevant to pupils who might be considered marginalised or ‘at risk’—including care‐experienced young people—affording opportunities to gain skills, connections and experiences to aid a positive educational trajectory. This paper presents findings from an empirical project that explored the role of sport/physical activity within the day‐to‐day lives of care‐experienced young people in England. A participatory methodology, underpinned by a youth voice perspective, was employed to generate data via semi‐structured, activity‐based focus groups with care‐experienced young people (aged 8–21 years) and via narrative interviews with care leavers (aged 23–32 years). Data were analysed using inductive and deductive procedures in a process also informed by the work of Bourdieu. Drawing on data related specifically to PESS contexts, this paper looks to theorise the potential of PESS to support the educational engagement, transitions and outcomes of care‐experienced young people. It demonstrates how this context can support the acquisition of physical, social and cultural capital, which can both facilitate engagement and support personal outcomes. In addition, it documents how social support provided within/through PESS can be promotive of positive transitions into further and higher education contexts. As such, it can be recognised as a valuable site within the educational landscape for care‐experienced young people.

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Utilizing the Teaching Personal and Social Responsibility (TPSR) Model as a Trauma-informed Practice (TIP) Tool in Physical Education

Cited by 27 publications

References 11 publications

Influence of Some Personal and Family Variables on Social Responsibility Among Primary Education Students

Influence of Some Personal and Family Variables on Social Responsibility Among Primary Education Students

Developing evidence-informed principles for trauma-aware pedagogies in physical education

Theorising the potential of physical education and school sport to support the educational engagement, transitions and outcomes of care‐experienced young people

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