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What is Trauma-Informed Practices

Chapter 12
Preventing and Reducing Violence in Schools and Society
The ability by teachers to recognize symptoms of traumatic experiences among their students and be able to incorporate instructional styles that promote a safe environment for such students.
Published in Chapter:
Nonviolent Discipline Practices Within Classrooms: Best Practices From a Trauma-Informed Perspective
Rufaro A. Chitiyo (Tennessee Technological University, USA), Florence Nyemba (University of Cincinnati, USA), and Elizabeth A. Ramsey (Tennessee Technological University, USA)
Copyright: © 2021 |Pages: 26
DOI: 10.4018/978-1-7998-4072-5.ch012
Abstract
This chapter focuses on nonviolent discipline practices within classroom settings. The authors draw upon a trauma-informed perspective as a means to encourage professionals working with children to engage in best practices as they decide how to best discipline children under their care. They also address a few examples of nonviolence in U.S. history because peace has worked multiple times as a means to solve social problems. In addition, they provide a brief history of discipline in U.S. schools and how that has evolved over time. Furthermore, they explain possible causes of trauma in children, how to discipline children with histories of trauma, how to implement trauma-informed care in K-12 settings, as well as provide examples of trauma-informed classroom strategies. Using a case study, they provide an example of how to guide teachers to use nonviolent discipline in their work with children with histories of trauma.
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Chapter 3
Sociocultural Inequalities and Economic Abuse in Intimate Partner Violence in Rural America
A philosophical and practical framework that recognizes trauma’s impact on each individual’s path to recovery.
Published in Chapter: Sociocultural Inequalities and Economic Abuse in Intimate Partner Violence in Rural America; From: The Reproduction and Maintenance of Inequalities in Interpersonal Relationships
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Chapter 11
Using Positive Behavioral Interventions and Supports to Disrupt the School-to-Prison Pipeline: Decriminalizing Childhood Adversity
A strengths-based framework focusing on how teachers, staff and administration can recognize and respond effectively to the impact of trauma on students.
Published in Chapter: Using Positive Behavioral Interventions and Supports to Disrupt the School-to-Prison Pipeline: Decriminalizing Childhood Adversity; From: Practical Strategies to Reduce Childhood Trauma and Mitigate Exposure to the School-to-Prison Pipeline
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Chapter 14
Alternative Education: A Different Way of Thinking, Learning, and Being
Practices that take into account a student’s trauma history, in which staff members are trained to identify symptoms and signs of trauma in their students. Interventions used in trauma-informed practices are evidence-based and geared towards not triggering a trauma response in students.
Published in Chapter: Alternative Education: A Different Way of Thinking, Learning, and Being; From: Supporting Early Career Teachers With Research-Based Practices
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Chapter 9
Middle School Discipline Practices: The Realities of Middle School Discipline and What Actually Works
A strengths-based framework grounded in an understanding of and responsiveness to the impact of trauma, that emphasizes physical, psychological, and emotional safety for everyone, and creates opportunities for survivors to rebuild a sense of control and empowerment.
Published in Chapter: Middle School Discipline Practices: The Realities of Middle School Discipline and What Actually Works; From: Promoting Positive Learning Experiences in Middle School Education
Full Text Chapter Download: US $37.50 Add to Cart
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