Transform challenging classroom experiences into opportunities for lasting student-teacher relationships, professional growth, and student engagement
Chronic stress, anxiety, and trauma have startling effects on teachers and students. The pandemic and distance learning have exacerbated behavior issues and emotional dysregulation, making it difficult for students to engage, learn, and maintain healthy self-esteem.
In Teaching, Learning, and Trauma, the authors guide you through the process of creating a learning environment that combats the negative effects of chronic stress and trauma. They show you how to establish rituals and routines, develop personalization, and implement effective student engagement practices that create a relationship-based culture and effectively improve student achievement. This book includes:
- Self-assessment tools to help teachers make informed decisions
- Examples of self-care plans and schoolwide policies for maintaining healthy boundaries in and out of school
- Real-world vignettes and samples of teacher work
- Planning documents and reflection questions to guide educators in identifying strengths and growth areas
Using a synergistic approach, this book unites compelling research data, theories, stories, and best practices from trauma-informed schools, relationship-based psychology, and effective instructional design to dissolve obstacles caused by chronic stress and trauma.
Inhoudsopgave
Foreword by Diane Sweeney
Preface
Acknowledgments
About the Authors
Introduction
The Intersection of Teaching, Learning, and Mental Health
The Integrated Approach: Using the Five Lenses
Intended Audience and Outcome
Organizational Features of This Book
Why This Book, and Why Now?
Essential Background Knowledge: ACEs
The Impact of ACEs on Learning
Chapter 1. In Their Natural Habitat: Understanding and Teaching Adolescent Learners With Chronic Stress and Trauma
Understanding Adolescent Learners With Chronic Stress and Trauma: Why Is It Important?
Student Experience
Adult Experience
Foundation for Effective Practice #1: Adolescent Development—My Brain Made Me Do It
Foundation for Effective Practice #2: Identity Formation—Who Am I?
Foundation for Effective Practice #3: Risk-Taking and Psychological Safety
What Works in the Classroom: Adolescent-Centered Teaching and Learning
Taking Understanding School-Wide
Chapter 2. Self-Regulation Is the Key to Calm
Self-Regulation: Why Is It Important?
Student Experience
Adult Experience
Foundation for Effective Practice #1: Understanding the Body’s Reaction to Stress and Dysregulation
Foundation for Effective Practice #2: Strategies for Regulating
Foundation for Effective Practice #3: Don’t Take It Personally
What Works in the Classroom: Cultivating Self-Regulation
Taking Self-Regulation School-Wide
Chapter 3. Self-Care: Check Yourself Before You Wreck Yourself
Self-Care: Why Is It Important?
Student Experience
Adult Experience
Foundation for Effective Practice #1: Avoiding Burnout
Foundation for Effective Practice #2: Recognizing Vicarious Trauma
Foundation for Effective Practice #3: Navigating Mixed Messages and Cultural Norms
What Works in the Classroom: Translating Self-Care Into Teaching and Learning Practices
Taking Self-Care School-Wide
Chapter 4. Know Me to Teach Me
Knowing Students Well: Why Is It Important?
Student Experience
Adult Experience
Foundation for Effective Practice #1: Listen
Foundation for Effective Practice #2: Provide Choices
Foundation for Effective Practice #3: Trust Their Wisdom
What Works in the Classroom: Knowing Students Well
Taking Knowing Others School-Wide
Chapter 5. Healthy Relationships in Complicated Times
Healthy Relationships: Why Are They Important?
Student Experience
Adult Experience
Foundation for Effective Practice #1: Defining Boundaries
Foundation for Effective Practice #2: Creating Awareness
Foundation for Effective Practice #3: Setting Limits
Foundation for Effective Practice #4: Accepting Personal Responsibility
What Works in the Classroom: Cultivating Healthy Relationships
Taking Healthy Relationships School-Wide
Chapter 6. Conflict Resolution: What to Do When Things Fall Apart
Conflict Resolution: Why Is It Important?
Student Experience
Adult Experience
Foundation for Effective Practice #1: Punishment Doesn’t Work
Foundation for Effective Practice #2: Ownership, Accountability, and Empathy Matter
Foundation for Effective Practice #3: Clear Communication Is the Ticket
Foundation for Effective Practice #4: Assume Good Intentions
Foundation for Effective Practice #5: Preparation Is Key
What Works in the Classroom: Accommodating Conflict
Taking Conflict Resolution School-Wide
Chapter 7. Integrating It All
Integrating Practices in Teaching, Learning, and Mental Health: Why Is It Important?
Student Experience
Adult Experience
What Works in the Classroom: Teaching and Learning With Trauma in Mind
Foundation for the Integrated Learning Model #1: Social Capital
Foundation for the Integrated Learning Model #2: Self-Efficacy
Foundation for the Integrated Learning Model #3: Locus of Control
Taking the Integrated Model School-Wide
References
Index
Over de auteur
Beth Kelley, MA, LPC, is a psychotherapist who worked as a school-based therapist for nearly 20 years. Additionally, she has worked in community mental health, in private practice, and as a clinical supervisor. Currently, Beth is a leadership coach and an educational consultant for schools interested in developing a more holistic school model. Beth is deeply committed to supporting mental wellness in school communities and businesses. When she isn’t working, she is hanging out with people she loves, laughing, creating, and chillin’.
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