Strategies and Methods for Implementing Trauma-Informed Pedagogy

Strategies and Methods for Implementing Trauma-Informed Pedagogy

Carianne Bernadowski (Robert Morris University, USA)
Indexed In: PsycINFO®
Release Date: September, 2021|Copyright: © 2022 |Pages: 335
DOI: 10.4018/978-1-7998-7473-7
ISBN13: 9781799874737|ISBN10: 1799874737|EISBN13: 9781799874751|ISBN13 Softcover: 9781799874744
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Description & Coverage
Description:

Twenty-first century classrooms are diverse in nature and everchanging. Students enter classrooms with many experiences, both positive and negative, that influence and affect their ability to learn. More specifically, children who have experienced trauma often struggle socially, emotionally, and academically. Unfortunately, many educators are not adequately trained to identify the signs of trauma in children. In fact, they may misinterpret the outward behavioral manifestations of trauma as other conduct disorders.

Strategies and Methods for Implementing Trauma-Informed Pedagogy is a critical reference book that helps teachers and administrators identify manifestations of trauma in children and explain the characteristics and classroom interventions and resources that can aid educators in supporting students who have experienced trauma. This text explains the effects of trauma and the ways in which it manifests in children, explores resources and community options to support children who have experienced trauma, presents strategies to help students who have experienced trauma to learn in the classroom, and teaches the management of behaviors in positive ways to cultivate a community of learners. Covering topics such as positive behavioral interventions and supports (PBIS), racial trauma, and student classroom behavior, this text is essential for classroom teachers, teachers in training, school counselors, school psychologists, preservice teachers, administrators, researchers, and academicians.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Adverse Childhood Experiences
  • Complex Trauma
  • Intersectionality
  • LGBTQIA+ Students
  • Mass Incarceration
  • Pedagogy Strategies
  • Positive Behavioral Interventions and Supports (PBIS)
  • Posttraumatic Growth
  • Racial Trauma
  • Restorative Justice
  • School Climate
  • Self-Care
  • Social Emotional Curriculum
  • Student Classroom Behavior
  • Trauma-Informed Pedagogy
  • Trauma-Informed Positive Education (TIPE)
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Editor/Author Biographies

Carianne Bernadowski, Ph.D., holds the rank of University Professor at Robert Morris University. She is the coordinator of the Secondary English Teacher Certification Program and the Reading Specialist Program. She also serves as the Coordinator of the Peirce Center for Structured Reading Teacher Training, which specializes in training teachers to work with children with specific reading disabilities. Dr. Bernadowski teaches graduate and doctoral students in literacy and research methodology. She holds a Ph.D. from The University of Pittsburgh, a M.A. in Reading Education from Slippery Rock University of Pennsylvania, and a B.A. in Journalism and Communications/Secondary Education from Point Park College. Dr. Bernadowski has written numerous peer reviewed journals and books, serves on various editorial boards and serves as a consultant in early literacy and adolescent intervention and remediation.

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