scholarly journals Trauma-informed Teacher Wellbeing: Teacher Reflections within Trauma-informed Positive Education

2021 ◽  
Vol 46 (5) ◽  
pp. 91-107
Author(s):  
Tom Brunzell ◽  
◽  
Lea Waters ◽  
Helen Stokes ◽  
◽  
...  
Keyword(s):  
Compassion Fatigue ◽  
Interpretative Phenomenological Analysis ◽  
Methodological Approach ◽  
Positive Education ◽  
Trauma Symptoms ◽  
Negative Effects ◽  
Global Pandemic ◽  
Teacher Reflections ◽  
Teacher Wellbeing ◽  
Trauma Informed

For the last 15 years, teacher wellbeing has been a priority area of exploration within education and positive psychology literatures. However, increasing teacher wellbeing for those who educate students impacted by trauma has yet to be comprehensively explored despite repeated exposure of teachers to child trauma and their experiences of associated negative effects such as secondary traumatic stress, vicarious traumatisation, compassion fatigue and burnout. This study follows teachers’ understandings and reflections upon their own wellbeing after learning the literatures supporting trauma-informed positive education. Interpretative phenomenological analysis was used as the methodological approach to represent teachers (N = 18) in order to privilege the language, voices and experiences of participants. Results yielded a new set of domains of trauma-informed teacher wellbeing to assist teachers to increase their own wellbeing when working with students. The likely upsurge in students and teachers across the world experiencing trauma symptoms (primary and vicarious) arising from the COVID-19 global pandemic makes this research timely and relevant.

scholarly journals Trauma-Aware Practice and Positive Education

2021 ◽  
pp. 205-223
Author(s):  
Tom Brunzell
Keyword(s):  
Childhood Trauma ◽  
Secondary Traumatic Stress ◽  
Teacher Practice ◽  
Positive Education ◽  
Educational Disadvantage ◽  
Practice Models ◽  
Teacher Wellbeing ◽  
The Face ◽  
Trauma Informed ◽  
Support Teacher

AbstractIn this chapter, positive education is reframed using advances in understanding through trauma-informed perspectives for schools educating students impacted by trauma and systemic educational disadvantage. In order to de-silo trauma-informed teaching and positive education, trauma-aware perspectives are first introduced, including priorities for intervention arising from a systematic review of trauma-aware teacher practice models. Next, positive education is repositioned as a developmental step for teacher practice to fortify wellbeing strategies within the classroom. Then, recommendations are provided, giving guidance for how teachers can begin this practice within their own schools. The chapter concludes with recommendations to support teacher wellbeing in the face of secondary traumatic stress, vicarious effects of childhood trauma, and workplace burnout.

Trauma-Informed Play Therapy Supervision

2021 ◽  
pp. 210-234
Author(s):  
Jennifer N. Baggerly ◽  
Denis Thomas
Keyword(s):  
Compassion Fatigue ◽  
Play Therapy ◽  
Vicarious Traumatization ◽  
Parallel Process ◽  
Trauma Symptoms ◽  
Play Therapists ◽  
Trauma Informed ◽  
Physiological Impact

In this chapter, the authors present a model of trauma-informed play therapy supervision for supervisors working with supervisees who have traumatized clients. First, the authors describe the neuro-physiological impact of trauma. Then, they describe four dynamics often experienced by play therapists who work with clients with trauma symptoms. These dynamics include vicarious traumatization, compassion fatigue, countertransference, and parallel process. To mitigate these dynamics, the authors explain play therapy and expressive art supervision techniques, followed by illustrations of these techniques through supervisee vignettes.

Prioritizing strain insulators for raptor conservation

2021 ◽  
pp. 1-16
Author(s):  
FRANCISCO GUIL ◽  
M. ÁNGELES SORIA ◽  
VÍCTOR ORTEGA ◽  
RUBÉN GARCÍA-SÁNCHEZ ◽  
SILVIA VILLAVERDE-MORCILLO
Keyword(s):  
Methodological Approach ◽  
Risk Index ◽  
Influential Factors ◽  
Negative Effects ◽  
Central Spain ◽  
Novel Approach ◽  
Conservation Actions ◽  
Complete Survey ◽  
Raptor Conservation ◽  
Management And Conservation

Summary Avian species often take advantage of human-made structures, such as perching on power poles, although this can lead to negative effects for both birds and infrastructure. It has been demonstrated that anchor-type pylons, with strain insulators, are amongst the most dangerous of these structures. Our goal was to develop a methodological approach to evaluate the ways in which raptors perch on the six most commonly used strain insulator configurations in Spain, and to build a risk index that can be used to prioritise them. To study the ways raptors perch, we worked with six wildlife rescue centres in central Spain for almost a year assessing these six strain insulator configurations in 83 perch trials with 176 raptors in ample flying pens. We analysed 475 complete survey days, with an approximate number of 258,960 analysed pictures, including 6,766 perchings on strain insulators. We assessed the influential factors for these 6,766 perchings and developed a novel approach to prioritise strain insulator configurations that can be used anywhere. Our results suggest that longer insulator strains (i.e. PECA-1000 and Caon-C3670) are the safest, according to our prioritization criteria, although these results require further assessment in the field. Managers and conservationists should take into account these results to improve management and conservation actions.

“Self-Perpetuating Mechanism” in Experiences Stimulating Academic Teachers to Creative Didactic Work - Research Report

2020 ◽  
Vol 7 (1) ◽  
pp. 107-122
Author(s):  
Zofia Okraj
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
Positive Emotions ◽  
Systems Approach ◽  
Methodological Approach ◽  
Research Report ◽  
Educational Goals ◽  
Evolving Systems ◽  
Semistructured Interviews ◽  
Academic Teachers ◽  
Teaching Learning

Abstract Objective: The main aim of paper is to present results from research concerning creative didactic work understood as consciously taken actions whose aim is to invent/implement and popularize new and valuable teaching strategies, methodical and organizational solutions. The paper presents an area of experiences that stimulate academic teachers to innovative didactic work. Methods: In a qualitative research conducted with the use of a theoretical-methodological approach of Gruber (1989) titled The Evolving Systems Approach to Creative Work (ESA). In it, the author applied a case study and conducted an Interpretative Phenomenological Analysis (IPA) to contents deriving from semistructured interviews carried out with 13 academic teachers-innovators that for at least 5 years invented/implemented new strategies/methods/techniques/programes/didactic aids in the process of teaching-learning with students. Results: Such experiences of didactic work as: positive emotions accompanying the process of inventing and implementing creative didactic solutions, good feedback from students, reaching educational goals, and encouragement from: students, co-workers, and significant persons make up the “self-propelling mechanism” for creativity in didactic work. Conclusions: Each stage of didactic work: from idea through implementation of the solution to its popularization is connected with pleasure and satisfaction taken by teachers. It makes them eager to continue their work in the form of various activities that create an internally related “weave of actions.” Thus, teaching in a creative way becomes a “self-propelling mechanism” thanks to which it is also subject to a process of continuous evolution of it.

scholarly journals Challenges for European Tourist-City-Ports: Strategies for a Sustainable Coexistence in the Cruise Post-COVID Context

Land ◽  
2021 ◽  
Vol 10 (11) ◽  
pp. 1269
Author(s):  
María J. Andrade ◽  
João Pedro Costa ◽  
Eduardo Jiménez-Morales
Keyword(s):  
Best Practices ◽  
Port City ◽  
Port Cities ◽  
Negative Effects ◽  
Cultural Sustainability ◽  
Steady Growth ◽  
Global Pandemic ◽  
Cruise Tourism ◽  
Negative Impacts ◽  
Social Environmental

In recent years, cruise tourism has increased the negative effects caused by touristification in many European port cities. Despite this, these cities are in a great competition to be a destination, a tourist-port. Cruise tourism has come to stay, and a steady growth can be expected in a post-COVID-19 scenario, but at what cost? The tourist-port demands highly effective planning answers occurring simultaneously, and the global pandemic crisis provides a buffer of time to seek best practices, combining the expected economical (re)development with social, environmental, and cultural sustainability. This paper proposes five different strategies that contribute to finding a sustainable coexistence between tourist ports and their cities. To this end, trans-scalar strategies developed in previous research from different disciplines have been studied and categorized in a port-city context, in order to provide a holistic viewpoint on the measures carried out to maximize the benefits and limit the negative impacts of cruise tourism on cities.

scholarly journals Emerging infectious outbreak inhibits pain empathy mediated prosocial behaviour

2020 ◽  
Author(s):  
Siqi Cao ◽  
Yanyan Qi ◽  
Qi Huang ◽  
Yuanchen Wang ◽  
Xinchen Han ◽  
...  
Keyword(s):  
Mental Health ◽  
Social Media ◽  
Compassion Fatigue ◽  
Prosocial Behaviour ◽  
Negative Effects ◽  
Personal Traits ◽  
Health Events ◽  
Trait Empathy ◽  
The Relationship

In response to the coronavirus outbreak, people may experience anxiety, empathy, and prosocial willingness. However, the relationship between emotions, empathy, and prosocial behaviour is unknown. It is said that empathy is affected by moods and influences pro-sociality. Thus, how does an emergency change people’s empathy and prosocial willingness? We conducted a study with 1,190 participants before (N=520) and after (N=570) the coronavirus outbreak. We found that prosocial willingness decreased post-outbreak, maybe by the decreased empathy levels, in accordance with compassion fatigue theory. Trait empathy could affect prosocial willingness indirectly through the empathy level. News discriminability and distance from the outbreak epicentre played a role in the trait empathy change. Given how emergency health events influence emotion and the effects of personal traits on prosocial willingness, social media users and providers should understand the negative effects of information over-exposure on mental health during the outbreak.

Introduction

2019 ◽  
pp. 1-8
Author(s):  
Eileen A. Dombo ◽  
Christine Anlauf Sabatino
Keyword(s):  
Social Workers ◽  
Current Knowledge ◽  
School Social Workers ◽  
School Outcomes ◽  
Negative Effects ◽  
Knowledge And Skills ◽  
Poor Academic Performance ◽  
Trauma Informed ◽  
Outcomes For Children

Chapter 1 explains the basic assumption of the book: that school social workers are in a position to provide leadership, knowledge, and skills to create trauma-informed schools and foster resilience in schoolchildren. Trauma-informed schools aim to address students’ dysfunctional academic and behavioral performance driven by affective and physiological arousal. The correlation between high rates of trauma exposure and poor academic performance is established in the scholarly literature, as is the need for trauma-informed schools and communities. However, researchers are now finding negative effects on school outcomes for children who have not directly experienced trauma, but whose classmates have. This means that all children benefit from trauma-informed schools. School social workers are in a prime position to prevent and address trauma, and this book provides current knowledge and concrete skills to guide development of trauma-informed schools, helping students succeed in school.

Translating Trauma-Informed Principles into Social Work Practice

Social Work ◽  
2020 ◽  
Vol 65 (3) ◽  
pp. 288-298
Author(s):  
Jill Levenson
Keyword(s):  
Social Work ◽  
Service Delivery ◽  
Work Practice ◽  
Social Work Practice ◽  
Trauma Symptoms ◽  
Trauma Narratives ◽  
Helping Relationship ◽  
Trauma Informed Care ◽  
Trauma Informed ◽  
And Coping

Abstract Trauma-informed social work is characterized by client-centered practices that facilitate trust, safety, respect, collaboration, hope, and shared power. Many agencies have adopted trauma-informed care (TIC) initiatives and many social workers are familiar with its basic principles, but it is challenging to infuse these ideals into real-world service delivery. This article offers 10 trauma-informed practices (TIPs) for translating TIC concepts into action by (a) conceptualizing client problems, strengths, and coping strategies through the trauma lens and (b) responding in ways that avoid inadvertently reinforcing clients’ feelings of vulnerability and disempowerment (re-traumatization). TIPs guide workers to consider trauma as an explanation for client problems, incorporate knowledge about trauma into service delivery, understand trauma symptoms, transform trauma narratives, and use the helping relationship as a tool for healing.

The Development of Trauma and Resilience Competencies for Nursing Education

2019 ◽  
pp. 107839031987877
Author(s):  
Kathleen Wheeler ◽  
Kathryn E. Phillips
Keyword(s):  
Nursing Education ◽  
Core Competencies ◽  
Delphi Survey ◽  
Trauma Symptoms ◽  
Education Practice ◽  
Institutional Review ◽  
Trauma Informed ◽  
Education Design ◽  
Practitioner Education ◽  
Early Trauma

BACKGROUND: Trauma and its consequences have been identified as a high-priority public health risk. A growing body of research reveals the devastating long-term consequences from common and widespread adverse events across the life span. In addition, recent research links medical procedures and medical illnesses with posttraumatic stress disorder. Nurses too are at risk and suffer vicarious trauma. Nurses must be able to recognize and assess for early trauma symptoms and assist in enhancing resilience in order to prevent and care for those with trauma. However, there is a lack of trauma-informed and trauma-specific training in nursing education. Given the ubiquity of traumatic events, the pervasive physical and emotional sequelae of trauma, and the existence of evidence-based treatment for trauma; there is a critical need to develop core competencies for nursing education and practice. OBJECTIVE: The purpose of this study is to develop and validate Trauma and Resilience Competencies for Nursing Education. DESIGN: An expert panel of 16 nurses met in 2018 to develop Trauma and Resilience Competencies for undergraduate and graduate nursing programs, and for psychiatric mental health nurse practitioner education. Following the Expert Panel’s work and approval from the institutional review board, a modified e-Delphi survey was sent to experts in trauma and resilience to validate this work. RESULTS: The competencies were validated and edited to 88 competencies through two rounds of a Delphi survey. CONCLUSIONS: Implications for education, practice, and research are discussed. The Trauma and Resilience Competencies for Nursing Education will be disseminated widely through publications and are available online.

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