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Increasing Readiness for Cultural Responsiveness and Trauma-Informed Practice: Collective and Individual Readiness

Increasing Readiness for Cultural Responsiveness and Trauma-Informed Practice: Collective and Individual Readiness

Jerica Knox, Adam Alvarez, Alexandrea Golden, Elan C. Hope
Copyright: © 2023 |Pages: 32
ISBN13: 9781668457139|ISBN10: 166845713X|ISBN13 Softcover: 9781668457177|EISBN13: 9781668457146
DOI: 10.4018/978-1-6684-5713-9.ch010
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MLA

Knox, Jerica, et al. "Increasing Readiness for Cultural Responsiveness and Trauma-Informed Practice: Collective and Individual Readiness." Practical Strategies to Reduce Childhood Trauma and Mitigate Exposure to the School-to-Prison Pipeline, edited by Belinda M. Alexander-Ashley, IGI Global, 2023, pp. 229-260. https://doi.org/10.4018/978-1-6684-5713-9.ch010

APA

Knox, J., Alvarez, A., Golden, A., & Hope, E. C. (2023). Increasing Readiness for Cultural Responsiveness and Trauma-Informed Practice: Collective and Individual Readiness. In B. Alexander-Ashley (Ed.), Practical Strategies to Reduce Childhood Trauma and Mitigate Exposure to the School-to-Prison Pipeline (pp. 229-260). IGI Global. https://doi.org/10.4018/978-1-6684-5713-9.ch010

Chicago

Knox, Jerica, et al. "Increasing Readiness for Cultural Responsiveness and Trauma-Informed Practice: Collective and Individual Readiness." In Practical Strategies to Reduce Childhood Trauma and Mitigate Exposure to the School-to-Prison Pipeline, edited by Belinda M. Alexander-Ashley, 229-260. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-5713-9.ch010

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Abstract

For years, the most prominent approaches to addressing youth trauma have been heavily influenced by whiteness and hegemonic systems of dominance. Rather than universal designs meant to address the needs of “all” children, it is imperative that trauma-informed practices be more culturally responsive. A major challenge, however, is that educators may be at various starting places when it comes to understanding and enacting culturally responsive practices that are also trauma-informed. In short, educators need learning opportunities that can increase their level of readiness—their attitudes and self-reported beliefs about their capacity—to implement culturally responsive, trauma-informed practices. The chapter has two overarching goals: (1) to contextualize trauma-informed practices within a culturally responsive framework and (2) to provide practical strategies and insights for promoting educators' readiness to engage in culturally responsive, trauma-informed professional learning.

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