Trauma-Informed Pedagogies

lt;p>Phyllis Thompson, Ph.D., is Associate Professor, has served as Director of Women's, Gender, and Sexuality Studies at East Tennessee State University since 2012, and is currently Interim Chair of Counseling and Human Services. She publishes on women's medicinal recipe books and co-edited Lessons from the Pandemic: Trauma-Informed Approaches to College, Crisis, Change.

Janice Carello, PhD, LMSW is an Assistant Professor and MSW Program Director at Edinboro University. Her scholarship focuses on retraumatization and trauma-informed approaches in higher education. She co-edited Lessons from the Pandemic and Trauma and Human Rights and publishes trauma-informed teaching and learning resources on her blog: traumainformedteaching.blog.

Introduction.- Section I. INFUSING TRAUMA-INFORMED PRINCIPLES.- 1. Employing Trauma-Informed Principles through a Feminist Model of Practice.- 2. Leveraging the Neuroscience of Now to Cultivate a Pedagogy of Purpose and Empowerment.- 3. Building Resiliency through the Trauma Informed Classroom.- 4. Fostering a Spirit of Collaboration by Sharing Power with Students about Course Decisions.- Section II. TRAUMA-INFORMED TEACHING ACROSS THE CURRICULUM.- 5. Processing Critical Knowledge Through Trauma-Informed Musical Travel.- 6. Stumbling My Way to Trauma-Informed Teaching and Learning.- 7. Humanizing Social Work Education: Resetting for Healing Purposes.- 8. Section III. APPROACHES TO WORKING WITH SPECIFIC POPULATIONS.- 9. Trauma-Informed Approaches to Teaching Students with Marginalized Identities during Times of Crisis.- 10. How Trauma-Informed Care Principles Can Contribute to Academic Success for Students in Hispanic-Serving Institutions.- 11. Trauma Informed Educational Practices at Community College.- 12. Not a Hero and not a Stranger: Serving Veterans in Higher Education.- 13. The Benefits of Reflective Journaling during COVID-19: Contingent Faculty Exploring Teaching and Learning during a Crisis.- 14. Developing Trauma-Informed Practice: Coordinating Indigenous Adult Education Programs as a Non-Indigenous Educator.- Section IV. (RE)ASSESSMENT.- 15. Measuring Trauma Resilience in Higher Education Settings.- 16. An Educator's Scope of Practice: How Do I Know What Is Mine?.- 17. What are We Centering?: Developing a Trauma-Informed Syllabus.- 18. Utilizing an Ecological, Trauma-Informed, Equity Lens to Build an Understanding of the Context for and Experience of Self-Care in Higher Education.- Section V. TRAUMA-INFORMED TEACHING TOOLBOX.- 19. Higher Education Trauma Resilience Assessment.- 20. Educator and Department Self-Assessment Tools.- 21. Creation of Brave Space.- 22. First Day of Class Introductions: Trans Inclusion in Teaching.- 23. The Basket: Setting the Stage for Learning.- 24. Moment of Action.- 25. Trauma-Informing your Attendance (Policy).- 26. No Questions Asked Late Days.- 27. The Revise & Resubmit.- 28. Content Warnings.- 29. Panels and Pain: Teaching with Comics During Times of Trauma.- 30. Partner Exams.- 31. Best Practices for Online Content Design.