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| doctorate in trauma-informed education: Trauma-informed education Helen Elizabeth Stokes, Tom Brunzell, Judith Howard, 2023-09-08 |
| doctorate in trauma-informed education: Equity-Centered Trauma-Informed Education Alex Shevrin Venet, 2023-09-01 Educators must both respond to the impact of trauma, and prevent trauma at school. Trauma-informed initiatives tend to focus on the challenging behaviors of students and ascribe them to circumstances that students are facing outside of school. This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity. In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms. |
| doctorate in trauma-informed education: Developing Trauma-Informed Teachers Ofelia Schepers, Megan Brennan, Philip E. Bernhardt, 2023-01-01 The vision and development of this edited text are driven by a deep desire to ensure that teacher candidates are thoughtfully prepared to more fully address students’ needs and create classroom environments that are safe for students and teachers. Specifically, this text will provide an understanding of how educator preparation programs are providing teacher candidates with the knowledge and skills to effectively utilize an asset-based approach to foster resiliency skills that support P-12 students who have or are experiencing trauma. This text considers how programs are developing equity-focused content, curriculum, & pedagogy to ensure teacher candidates can integrate trauma-informed practices as well as develop their own resiliency skills. This resource highlights important and relevant tools, strategies, and approaches for preparing future teachers to implement traumainformed practices within their classrooms. In recent years, much attention and resources focused on preparing teachers to more comprehensively address, acknowledge, and understand childhood trauma and the impact it has on students’ lives inside and outside of the classroom. This text will be of interest to all those working in institutes of higher education, alternative licensure programs, and organizations, public schools, and districts involved with the preparation of teachers and/or professional development of in-service educators. It has the potential to serve as a catalyst for teacher preparation programs to more intentionally integrate trauma-informed practices in meaningful ways and contribute to a glaring gap within the literature focused on the systematic ways in which childhood trauma and resiliency development are being addressed in the preparation of teachers. |
| doctorate in trauma-informed education: Trauma-Informed Pedagogies Phyllis Thompson, Janice Carello, 2022-08-05 This book centers equity in the approach to trauma-informed practice and provides the first evidence-based guide to trauma-informed teaching and learning in higher education. The book is divided into four main parts. Part I grounds the collection in an equity approach to trauma-informed care and illustrates one or more trauma-informed principles in practice. Chapters in Part II describe trauma-informed approaches to teaching in specific disciplines. In Part III, chapters demonstrate trauma-informed approaches to teaching specific populations. Part IV focuses on instruments and strategies for assessment at the institutional, organizational, departmental, class, and employee levels. The book also includes a substantial appendix with more than a dozen evidence-based and field-tested tools to support college educators on their trauma-informed teaching journey. |
| doctorate in trauma-informed education: Trauma-Informed Pedagogy in Higher Education Ernest Stromberg, 2023-05-09 This volume explores the current state of student mental health and trauma while offering theories and practice of trauma-informed teaching and learning. The interdisciplinary authors gathered in this collection discuss the roles, practices, and structures in higher education that can support the wellness and academic success of students who suffer from the effects of traumatic experiences. Chapters cover topics on teaching traumatic materials ethically and effectively, reading and writing to support recovery and healing from trauma, inclusive pedagogies responsive to systemically inflicted trauma, and developing institutional structures to support trauma-informed pedagogies. This timely and important book is designed for faculty in institutions of higher education seeking to meaningfully cultivate trauma-informed classes and learning experiences for their students. |
| doctorate in trauma-informed education: Trauma Informed Classrooms , 2021-07-19 Trauma Informed Classrooms: What We Say and Do Matters provides readers with the opportunity to critically reflect upon ways trauma is defined, how it can manifest in a variety ways and at different times, and how educators can best support students and families. |
| doctorate in trauma-informed education: Creating Trauma-Informed, Strengths-Based Classrooms Tom Brunzell, Jacolyn Norrish, 2021-05-21 With accessible strategies grounded in trauma-informed education and positive psychology, this book equips teachers to support all students, particularly the most vulnerable. It will help them to build their resilience, increase their motivation and engagement, and fulfil their full learning potential within the classroom. Trauma-informed, strengths-based classrooms are built upon three core aims: to support children to build their self-regulatory capacities, to build a sense of relatedness and belonging at school, and to integrate wellbeing principles that nurture growth and identify strengths. Taking conventional approaches to trauma one step further, teachers may create a classroom environment which helps students to meet their own needs in a healthy way and progress academically. Based on the successful Berry Street education strategies pioneered by the authors, this book also includes comprehensive case studies, learning points and opportunities for self-reflection, fully supporting teachers to implement these strategies within the classroom. |
| doctorate in trauma-informed education: British Qualifications 2020 Kogan Page Editorial, 2019-12-03 Now in its 50th edition, British Qualifications 2020 is the definitive one-volume guide to every recognized qualification on offer in the United Kingdom. With an equal focus on both academic and professional vocational studies, this indispensable guide has full details of all institutions and organizations involved in the provision of further and higher education, making it the essential reference source for careers advisers, students, and employers. It also contains a comprehensive and up-to-date description of the structure of further and higher education in the UK, including an explanation of the most recent education reforms, providing essential context for the qualifications listed. British Qualifications 2020 is compiled and checked annually to ensure the highest currency and accuracy of this valuable information. Containing details on the professional vocational qualifications available from over 350 professional institutions and accrediting bodies, informative entries for all UK academic universities and colleges, and a full description of the current structural and legislative framework of academic and vocational education, it is the complete reference for lifelong learning and continuing professional development in the UK. |
| doctorate in trauma-informed education: Strategies and Methods for Implementing Trauma-Informed Pedagogy Bernadowski, Carianne, 2021-09-10 Twenty-first century classrooms are diverse in nature and everchanging. Students enter classrooms with many experiences, both positive and negative, that influence and affect their ability to learn. More specifically, children who have experienced trauma often struggle socially, emotionally, and academically. Unfortunately, many educators are not adequately trained to identify the signs of trauma in children. In fact, they may misinterpret the outward behavioral manifestations of trauma as other conduct disorders. Strategies and Methods for Implementing Trauma-Informed Pedagogy is a critical reference book that helps teachers and administrators identify manifestations of trauma in children and explain the characteristics and classroom interventions and resources that can aid educators in supporting students who have experienced trauma. This text explains the effects of trauma and the ways in which it manifests in children, explores resources and community options to support children who have experienced trauma, presents strategies to help students who have experienced trauma to learn in the classroom, and teaches the management of behaviors in positive ways to cultivate a community of learners. Covering topics such as positive behavioral interventions and supports (PBIS), racial trauma, and student classroom behavior, this text is essential for classroom teachers, teachers in training, school counselors, school psychologists, preservice teachers, administrators, researchers, and academicians. |
| doctorate in trauma-informed education: Trauma in Adult and Higher Education Laura Lee Douglass, Aubry Threlkeld, Lisa R. Merriweather, 2022-01-01 Trauma in Adult and Higher Education: Conversations and Critical Reflections invites readers to think deeply about the experiences of trauma they witness in and outside of the classroom, because trauma alters adult learners' experience by disrupting identity, and interfering with memory, relationships and creativity. Through essays, narratives, and cultural critiques, the reader is invited to rethink education as more than upskilling and content mastery; education is a space where dialogue has the potential to unlock an individual’s sense of power and self-mastery that enables them to make sense of violence, tragedy and trauma. Trauma in Adult and Higher Education: Conversations and Critical Reflections reveals the lived experiences of educators struggling to integrate those who have experienced trauma into their classrooms - whether this is in prison, a yoga class, or higher education. As discourses and programming to support diversity intensifies, it is central that educators acknowledge and respond to the realities of the students before them. Advocates of traumasensitive curriculum acknowledge that trauma shows up as a result of the disproportionate amount of violence and persistent insecurity that specific groups face. Race, gender, sexual orientation, ability, and immigration are all factors that expose individuals to higher levels of potential trauma. Trauma has changed the conversations about what education is, and how it should happen. These conversations are resulting in new approaches to teaching and learning that address the lived experiences of pain and trauma that our adult learners bring into the classroom, and the workforce. This collection includes a discussion of salient implications and practices for adult and higher education administrators and faculty who desire to create an environment that includes individuals who have experienced trauma, and perhaps prevents the cycle of violence. |
| doctorate in trauma-informed education: The IMPACT of the Scholarly Practitioner Doctorate Stephanie Smith Budhai, Deanna Hill, 2024-03-11 The IMPACT of the Scholarly Practitioner Doctorate: Developing Socially-Just Leaders to Make Equitable Change is a collection of shared counternarratives between EdD alums and their supervising professor mentors, detailing their dissertation in practice (DiP) journeys as scholarly practitioners and the impact of the scholarly practitioner doctorate on their paths from doctoral students to socially-just leaders in a wide range of educational fields. The IMPACT of the Scholarly Practitioner Doctorate posits these relationships as the catalyst in bringing theory learned in course work to scholarly research that is positioned within practice, focused on contributing to equity-centered work. The book serves as an exemplar learning companion to a wide audience and diverse EdD programs looking to modify, develop, or redesign their programs to align with The Carnegie Project on the Education Doctorate (CPED) concepts including signature pedagogy, laboratories of practice, inquiry as practice and mentoring and advising. The IMPACT of the Scholarly Practitioner Doctorate demonstrates how change in education, community, and organizations have been impacted in efficacious ways. EdD students and their supervising professors, faculty, and administrators will be able to use this book’s content as their own catalyst for building socially-just leadership knowledge, skills, and dispositions while preparing their EdD students to exhibit equitable change in the professional practice areas they are in. Perfect for courses such as: Introduction to Educational Research; Social Justice Education Foundations; Leadership for Equity and Social Change; Transformative Leadership; Foundations of Inquiry for Social Justice; Qualitative Inquiry for Social Justice; Critical Perspectives for Equity in Education; Engaging in Critical Social Theories for Designing Research for Equity and Social Justice; Reform and Change for Social Justice; Educational Leadership Development |
| doctorate in trauma-informed education: Examining Social Change and Social Responsibility in Higher Education Johnson, Sherri L. Niblett, 2019-12-27 Higher education has seen an increase in attention to social change and social responsibility. Providing best practices in these areas will help professionals to create methods for change and suggestions for unity on a global level. Examining Social Change and Social Responsibility in Higher Education is an essential research publication that explores current cultural norms and their influence on curriculum and educational environments and intends to improve the understanding of social change and social responsibility at different sociological levels within various fields pertaining to higher education. Highlighting topics such as campus safety, social justice, and mental health, this book is ideal for academicians, professionals, researchers, administrators, and students working in various disciplines (e.g., academic advising, leadership, higher education, adult education, campus climate, Title IX, SAVE/VAWA, and more). Moreover, the book will provide insights and support executives concerned with the management of expertise, knowledge, information, and organizational development in different types of work communities and environments. |
| doctorate in trauma-informed education: The Power of Teacher Leaders Nathan Bond, 2014-07-25 Co-published with Kappa Delta Pi, The Power of Teacher Leaders provides a comprehensive resource for understanding the ways that teacher leaders foster positive change in their schools. Distinct from school administrators, teacher leaders are professionals who remain in the classroom and use their specialized knowledge and skills to improve student achievement, influence others, and build organizational capacity. Written by leading educational researchers, each chapter of The Power of Teacher Leaders describes a different way that teachers are leading. Moving beyond the question of why teacher leaders are important and how such work is implemented, the contributing scholars to this collection offer a critical examination of the field by presenting original research, case studies, and programs in practice. Topics covered include how teachers become leaders, their wide-ranging leadership roles, and the effects of teacher leadership on student academic success and school communities. A cohesive edited collection, this book demonstrates how teacher leaders play an increasingly active role in the improvement of student learning, teacher professional development, and school climate. |
| doctorate in trauma-informed education: Handbook of Research on Emerging Pedagogies for the Future of Education: Trauma-Informed, Care, and Pandemic Pedagogy Bozkurt, Aras, 2021-06-04 The COVID-19 pandemic caused educational institutions to close for the safety of students and staff and to aid in prevention measures around the world to slow the spread of the outbreak. Closures of schools and the interruption of education affected billions of enrolled students of all ages, leading to nearly the entire student population to be impacted by these measures. Consequently, this changed the educational landscape. Emergency remote education (ERE) was put into practice to ensure the continuity of education and caused the need to reinterpret pedagogical approaches. The crisis revealed flaws within our education systems and exemplified how unprepared schools were for the educational crisis both in K-12 and higher education contexts. These shortcomings require further research on education and emerging pedagogies for the future. The Handbook of Research on Emerging Pedagogies for the Future of Education: Trauma-Informed, Care, and Pandemic Pedagogy evaluates the interruption of education, reports best-practices, identifies the strengths and weaknesses of educational systems, and provides a base for emerging pedagogies. The book provides an overview of education in the new normal by distilling lessons learned and extracting the knowledge and experience gained through the COVID-19 global crisis to better envision the emerging pedagogies for the future of education. The chapters cover various subjects that include mathematics, English, science, and medical education, and span all schooling levels from preschool to higher education. The target audience of this book will be composed of professionals, researchers, instructional designers, decision-makers, institutions, and most importantly, main-actors from the educational landscape interested in interpreting the emerging pedagogies and future of education due to the pandemic. |
| doctorate in trauma-informed education: Conversations that Make a Difference for Children and Young People Lisa Cherry, 2021-05-19 In this unique book, international trainer and consultant Lisa Cherry invites professionals from education, social work and healthcare to engage in conversations on a range of pertinent topics and issues affecting children and young people today. Divided into three main parts, which introduce attachment, adversity and trauma, each discussion places an emphasis on emotion and the understanding that we have as humans for compassion, empathy and connection. By encouraging collaboration between sectors and exploring a range of intersecting themes, the conversations take the reader on a winding journey to broaden their depth of thinking, reflect on their practice and to consider the central message: that we can bring about social change, one interaction at a time. This book is a call to action and an opportunity to look around and decide what kind of service we want to provide, what kind of community we want to live in and what sort of legacy we want to leave. At a time of ever-present social and political challenges, this book will stimulate conversations on current practice and professional development for the future and is a must-read for everyone working with children and young people. |
| doctorate in trauma-informed education: Mental Health, Substance Use, and Wellbeing in Higher Education National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Policy and Global Affairs, Board on Health Sciences Policy, Board on Higher Education and Workforce, Committee on Mental Health, Substance Use, and Wellbeing in STEMM Undergraduate and Graduate Education, 2021-03-05 Student wellbeing is foundational to academic success. One recent survey of postsecondary educators found that nearly 80 percent believed emotional wellbeing is a very or extremely important factor in student success. Studies have found the dropout rates for students with a diagnosed mental health problem range from 43 percent to as high as 86 percent. While dealing with stress is a normal part of life, for some students, stress can adversely affect their physical, emotional, and psychological health, particularly given that adolescence and early adulthood are when most mental illnesses are first manifested. In addition to students who may develop mental health challenges during their time in postsecondary education, many students arrive on campus with a mental health problem or having experienced significant trauma in their lives, which can also negatively affect physical, emotional, and psychological wellbeing. The nation's institutions of higher education are seeing increasing levels of mental illness, substance use and other forms of emotional distress among their students. Some of the problematic trends have been ongoing for decades. Some have been exacerbated by the COVID-19 pandemic and resulting economic consequences. Some are the result of long-festering systemic racism in almost every sphere of American life that are becoming more widely acknowledged throughout society and must, at last, be addressed. Mental Health, Substance Use, and Wellbeing in Higher Education lays out a variety of possible strategies and approaches to meet increasing demand for mental health and substance use services, based on the available evidence on the nature of the issues and what works in various situations. The recommendations of this report will support the delivery of mental health and wellness services by the nation's institutions of higher education. |
| doctorate in trauma-informed education: Developing Trauma-Responsive Approaches to Student Discipline Kirk Eggleston, Erinn J. Green, Shawn Abel, Stephanie Poe, Charol Shakeshaft, 2021-03-10 Building on comprehensive research conducted in US schools, this accessible volume offers an effective model of school leadership to develop and implement school-wide, trauma-responsive approaches to student discipline. Recognizing that challenging student behaviours are often rooted in early experiences of trauma, the volume builds on a model from the Substance Abuse and Mental Health Services Administration (SAMHSA) to walk readers through the processes of realizing, recognizing, responding to, and resisting the impacts of trauma in school contexts. Research and interviews model an educational reform process and explain how a range of differentiated interventions including Positive Behaviour Interventions and Supports (PBIS), social-emotional learning (SEL), restorative justice, and family engagement can be used to boost student resilience and pro-social behaviour. Practical steps are supported by current theory, resources, and stories of implementation from superintendents, principals, and teachers. This text will benefit school leaders, teachers, and counsellors with an interest in restorative student discipline, emotional and behavioural difficulties in young people, and PreK-12 education more broadly. Those interested in school psychology, trauma studies, and trauma counselling with children and adolescents will also benefit from the volume. |
| doctorate in trauma-informed education: Exemplars of Assessment in Higher Education, Volume Two Jane Marie Souza, Tara A. Rose, 2023-11-09 In this second volume of the successful Exemplars of Assessment in Higher Education, editors Souza and Rose share examples of assessment practice from over fifteen distinct and diverse Higher Education Institutions, including international contributions. Building upon the work of the first volume, the case studies in this book reflect the changes in assessment and higher education in the post-Covid education environment. The institutions that appear in this book were chosen for having an effective assessment approach in one or more of the following areas: career readiness; distance education; diversity, equity, and inclusion; or general education. Each part of the book discusses one of these four areas, with chapters that feature real-life examples from the educators who teach at the college or university. Featuring a Foreword by AAC&U President Lynn Pasquerella, the work highlighted in this book is also aligned with AAC&U’s Valid Assessment of Learning in Undergraduate Education (VALUE) initiative to help educators make the best decisions about measuring student learning. This book is ideal for university educators and assessment practitioners looking to diversify and enhance their assessment practices. |
| doctorate in trauma-informed education: The Portable Mentor Mitchell J. Prinstein, 2022-08-04 A one-stop resource for practical, concrete, and honest advice in professional development and how to pursue a career in psychology. |
| doctorate in trauma-informed education: Mass Mediated Representations of Crime and Criminality Julie B. Wiest, 2021-05-28 Sponsored by the Communication, Information Technologies, and Media Sociology section of the American Sociological Association (CITAMS), this volume features social science research that examines the practices, patterns and messages related to representations of crime in mass media around the world. |
| doctorate in trauma-informed education: Role of Leadership in Facilitating Healing and Renewal in Times of Organizational Trauma and Change Byrd-Poller, Lynda, Farmer, Jennifer L., Ford, Valerie, 2021-06-25 Organizational trauma theory endeavors to examine the psychological and physical effects of trauma on individuals and groups within an organization. Individual trauma, the individual mental and emotional disruptions that affect the well-being of self, often contributes to organizational trauma. Or sometimes, the disruptions are external and caused by societal, economic, or political changes. Recent traumatic events such as the COVID-19 pandemic and racial tensions stemming from social injustices present even greater challenges for organizations as leaders seek to facilitate healing, restoration, and renewal. Organizational trauma is currently playing out in our organizations, and organizational scholars, leaders, and managers are looking for ways to mitigate this trauma without having explicit knowledge or understanding of how to deal with it. Despite the increasing need to better understand organizational trauma and how to address it, this body of research has not played a prominent role in mainstream organization and management theory. Role of Leadership in Facilitating Healing and Renewal in Times of Organizational Trauma and Change examines the importance of dealing with trauma in organizations and related topics of interest. The chapters highlight global perspectives and present new and significant information and observations about organizational trauma and offer insights derived from a solidly and sufficiently broad knowledge base of theory, research, and practice. This book will also grant a basis of understanding trauma, its antecedents and outcomes, as well as how it can be mitigated and will provide information and insights regarding organizational trauma and how it interacts with and influences other organizational phenomena. This book is ideally intended for managers, human resources officers, academicians, practitioners, executives, professionals, researchers, and students interested in examining the ways in which organizational trauma is impacting the workplace. |
| doctorate in trauma-informed education: Dispositional Development and Assessment in Teacher Preparation Programs von Hohenberg, Sara Clemm, 2022-05-27 Little research exists on teacher dispositions, yet accrediting bodies such as the Council for the Accreditation of Educator Preparation (CAEP) require dispositional assessment as an integral part of teacher preparation programs. Furthermore, research has shown that dispositions are a key indicator in teacher success both in terms of instructional effectiveness and long-term retention. Teacher preparation programs require research examples and support in understanding the desired dispositions of teachers as well as how to implement these qualities and characteristics into a robust curriculum. Teacher preparation programs also need help in articulating how to assess dispositional traits of teachers and how to provide remediation in this area. Dispositional Development and Assessment in Teacher Preparation Programs addresses dispositional development for teachers including the definition, instruction, practical application, and assessment of dispositional traits. It includes research involving teacher development and preparation for the enhancement of instructional practices and teacher retention. Covering topics such as culturally relevant pedagogy, social emotional learning, and teaching philosophy, this premier reference source is an excellent resource for preservice teachers, teacher preparation programs, faculty and administration of K-12 and higher education, academic libraries, accrediting bodies, researchers, and academicians. |
| doctorate in trauma-informed education: Adverse Childhood Experiences Roberta Waite, Ruth Ryan, 2019-08-09 This guide provides healthcare students and professionals with a foundational background on adverse childhood experiences (ACEs) – traumatic early life experiences, which can have a profound impact on health in later life. ACEs can include being a victim of abuse, neglect or exposure to risk in the home or community. How healthcare students and professionals learn to recognize, react and respond to persons affected by trauma will lay the foundation for their relationships with patients. This book intentionally uses micro-to-macro lenses accompanied by a structural competency framework to elucidate health implications across the lifespan. It explores the nature of adversity and its effects on the physical, emotional, cognitive and social health of individuals, communities and society. The book, written by two experienced psychiatric nurses, will equip healthcare students and professionals with an understanding for critical change in practice and offer action steps designed to assist them with prevention and intervention approaches and steps to help build resilience. This book will be core reading for healthcare students within mental health, pediatric and primary care nursing courses. It will also be of interest to students and professionals in the social work, psychology and public health fields who are exploring resilience and trauma-informed practices |
| doctorate in trauma-informed education: Alleviating the Educational Impact of Adverse Childhood Experiences R. Martin Reardon, Jack Leonard, 2020-05-01 Recent crises—whether policy-induced (e.g., family separation at the Mexico/U.S. border) or natural disaster-related (e.g., hurricanes in Florida and North Carolina and wildfires in California)—have galvanized the attention of the U.S. and international public on the plight of children who endure these traumatic events. The sheer enormity of such wrenching events tend to overshadow the trauma endured by many children whose everyday life circumstances fall short of affording them a safe, stable, and nurturing environment. At the national level, three rounds of data collection spanning January 2008 through April 2014 constituted the National Survey of Children’s Exposure to Violence (NatSCEV) that—according to Finkelhor, Turner, Shattuck, and Hambly (2013) in reporting on the 2011 round—assessed “a wide range of childhood victimizations” (pp. 614-615). Among many other findings, Finkelor et al. concluded that “overall, 57.7% of the children and youth had experienced or witnessed at least 1 to 5 aggregate exposures (assaults and bullying, sexual victimization, maltreatment by a caregiver, property victimization, or witnessing victimization) in the year before this survey” (p. 619). According to the recent re-visiting of NatSCEV II by Turner et al. (2017), “almost 1 in 4 children and adolescents ages 5-15 in the United States lived in family environments with only modest levels of safety, stability, and nurturance, while about 1 in 15 had consistently low levels across multiple domains” (p. 8). Adverse childhood events (ACEs) have both immediate and long-term impacts on children’s health and well-being (Banyard, Hambly, & Grych, 2017; Bowen, Jarrett, Stahl, Forrester, & Valmaggia, 2018; Walker & Walsh, 2015). Children do not shed their entanglement with ACEs at the schoolroom door. To highlight just one study, Jimenez, Wade, Lin, Morrow, & Reichman (2016) conducted a secondary analysis of a national urban birth cohort and found that experiencing ACEs in early childhood was “associated with below-average, teacher-reported academic and literacy skills and [more] behavior problems in kindergarten” (p. 1). |
| doctorate in trauma-informed education: Teaching Resistance John Mink, 2019-10-01 Teaching Resistance is a collection of the voices of activist educators from around the world who engage inside and outside the classroom from pre-kindergarten to university and emphasize teaching radical practice from the field. Written in accessible language, this book is for anyone who wants to explore new ways to subvert educational systems and institutions, collectively transform educational spaces, and empower students and other teachers to fight for genuine change. Topics include community self-defense, Black Lives Matter and critical race theory, intersections between punk/DIY subculture and teaching, ESL, anarchist education, Palestinian resistance, trauma, working-class education, prison teaching, the resurgence of (and resistance to) the Far Right, special education, antifascist pedagogies, and more. Edited by social studies teacher, author, and punk musician John Mink, the book features expanded entries from the monthly column in the politically insurgent punk magazine Maximum Rocknroll, plus new works and extensive interviews with subversive educators. Contributing teachers include Michelle Cruz Gonzales, Dwayne Dixon, Martín Sorrondeguy, Alice Bag, Miriam Klein Stahl, Ron Scapp, Kadijah Means, Mimi Nguyen, Murad Tamini, Yvette Felarca, Jessica Mills, and others, all of whom are unified against oppression and readily use their classrooms to fight for human liberation, social justice, systemic change, and true equality. Royalties will be donated to Teachers 4 Social Justice: t4sj.org |
| doctorate in trauma-informed education: Advancing Equity and Inclusion in Early Childhood Education Friesen, Amber, Mitsch, Maryssa K., Du, Karina, 2024-07-18 Amidst the positive impact of high-quality early childhood education on a child's education, health, and family outcomes, a pressing issue persists – major systemic societal inequities. These disparities disproportionately affect certain children's access and inclusion in early learning environments, creating a landscape where potential remains untapped. At this pivotal juncture, where the spotlight is on universal access to early childhood learning, this book emerges as a beacon of change. Titled Advancing Equity and Inclusion in Early Childhood Education, this project dives deep into the heart of the matter, dissecting the challenges that hinder the realization of equitable and inclusive educational opportunities for all young children and their families. This book caters to professionals and students across various disciplines involved in supporting young children and their families. Designed for early childhood teacher preparation programs, higher education institutions, alternative certification programs, policymakers, administrators, directors, and educators, Advancing Equity and Inclusion in Early Childhood Education offers practical insights. It guides the creation of equitable and inclusive early childhood programs, shapes professional development, and encourages ongoing research and evaluation to ensure that innovations contribute to advancing equity and inclusion for all young children. |
| doctorate in trauma-informed education: Interpreting COVID-19 Through Turbulence Theory Susan H. Shapiro, 2022-09-12 Through the lens of Turbulence Theory, this volume offers students and scholars an innovative toolkit for understanding the COVID-19 pandemic and its impact on teachers, families, and students. Bringing together cases from early childhood and special education written by parents and educators, author Susan H. Shapiro leverages Turbulence Theory as a framework to help readers evaluate the level of turbulence during each scenario and what methods, if any, might help mitigate or escalate the situation. With more than 20 insightful case-based examples and discussion questions, this book explores what lessons and strategies we can bring into future crises—and how we move forward in an ever-evolving educational landscape. |
| doctorate in trauma-informed education: Social Work Education and the Grand Challenges R. Paul Maiden, Eugenia L. Weiss, 2023-04-04 The Grand Challenges for Social Work (GCSW) provides an agenda for society, and for the social work profession. The 13 GCSW have been codified by the American Academy of Social Work and Social Welfare and are emerging as a significant underpinning in the education of undergraduate and graduate social work students throughout the USA. This volume serves as a guide as to how this can best be achieved in alignment with the 2022 Educational Policy and Accreditation Standards (EPAS) from the Council of Social Work Education. Divided into four parts: Individual and Family Well-Being Stronger Social Fabric A Just Society The Grand Challenges in the Field Each chapter introduces a Grand Challenge, situates it within the curricula, and provides teaching practices in one of the targeted domains as well as learning objectives, class exercises, and discussions. By showing how to facilitate class discussion, manage difficult conversations, and address diversity, equity, and inclusion as part of teaching the topic, this book will be of interest to all faculty teaching at both undergraduate and graduate levels. It should be noted that there are additional supplementary chapters beyond the 13 GCSW that provide further context for the reader. |
| doctorate in trauma-informed education: Contextualizing Critical Race Theory on Inclusive Education from A Scholar-Practitioner Perspective Jose W. Lalas, Heidi Luv Strikwerda, 2023-12-12 Race does not only resonate with the dichotomy of blackness and whiteness but also on its impact on non-physical attributes, this includes factors such as indigenous status, social class, religion, language, ethnicity, class, gender, sexuality and immigration. The intersection of these factors are key considerations on inclusive education. |
| doctorate in trauma-informed education: Learning the Language of Addiction Counseling Geri Miller, 2020-12-02 FULLY REVISED, COMPREHENSIVE, AND PRACTICAL BOOK OF THE THEORY AND PRACTICE OF ADDICTION COUNSELING Learning the Language of Addiction Counseling, Fifth Edition introduces mental health professionals and students to the field of addiction counseling and helps them acquire the knowledge and develop the skills needed to counsel individuals who are caught in the destructive cycle of addiction. Drawing from her years of experience in working in the addiction counseling field as a counselor, trainer and educator, Geri Miller provides an engaging, balanced overview of the major theoretical foundations and clinical best practices in the field. Fully updated, the fifth edition offers a compassionate accountability, practice-oriented counseling framework and features: A research-based clinical application approach to addiction counseling that practitioners can turn to for fundamental, practical, clinical guidelines. Revised chapters that reflect important changes in research and practice, including new assessment instruments and new and expanded treatments. Additional case studies, interactive exercises, key points and other resources that facilitate the integration of knowledge into practice. A new chapter of Supervision and Mentoring. Revised Personal Reflections section at the beginning of each chapter that provide an invaluable, unique perspective on the author's view of addiction counseling. Updated and expanded Instructor Resources that include brief video clips, PowerPoint slides, test bank questions for each chapter, and sample syllabi. From assessment and diagnosis of addiction to preparing for certification and licensure as an addiction counseling professional, this comprehensive book covers essential components required to work as a professional in the field of addiction counseling. |
| doctorate in trauma-informed education: Social Work, White Supremacy, and Racial Justice Laura S. Abrams, Sandra Edmonds Crewe, Alan J. Dettlaff, James Herbert Williams, 2023 This volume offers an examination of the history of racism and White supremacy in the profession of social work, current efforts to address and repair the harms caused by racism and White supremacy within the profession, and forward-thinking strategies for social work to be part of a broader societal movement to achieve an anti-racist future. |
| doctorate in trauma-informed education: Counseling Strategies for Children and Families Impacted by Incarceration Johns, Kenya, 2022-06-17 Currently, there is a lack of resources and information regarding how to best understand and support those impacted by incarceration. As the number of people impacted by incarceration rises, it is important that we acknowledge the issues and address the concerns faced by professionals such as social workers and educators that work with families and the most vulnerable populations impacted by incarceration. Counseling Strategies for Children and Families Impacted by Incarceration provides in-depth information and background regarding the growing group of children and families impacted by incarceration. It sets out to bridge the gap between community and school counseling, mental health counseling, social work, and social and cultural issues and can be used for skills development and social justice reasons. Covering topics such as school counseling resources, community engagement, and trauma, it is ideal for researchers, academicians, practitioners, instructors, policymakers, social workers, social justice advocates, counselors, and students. |
| doctorate in trauma-informed education: Collaborative Models and Frameworks for Inclusive Educator Preparation Programs Sande, Beverly, Kemp, Charles William, 2022-07-15 The intricacies of providing quality education for school-age children can best be realized through collaboration between practitioners. This same ideology has infiltrated education preparation programs, encouraging the emphasis on collaborative methodologies of program design, development, implementation, and evaluation. This context presents a huge challenge for many education preparation programs, but one that has been partially realized in some states through large-scale reform models. Collaborative Models and Frameworks for Inclusive Educator Preparation Programs provides relevant theoretical frameworks and the latest empirical research findings in collaborative strategies in educator preparation programs and addresses the impact on accreditation and changes in policies as a result of large-scale collaborative models. Covering topics such as education reforms, social justice, teacher education, and literacy instruction, this reference work is ideal for teachers, instructional designers, administrators, curriculum developers, policymakers, researchers, scholars, academicians, practitioners, and students. |
| doctorate in trauma-informed education: Handbook of Research on Solutions for Equity and Social Justice in Education Etim, James, Etim, Alice, 2023-03-02 Education’s role should further social justice, prepare students to compete for higher social positions, train workers, and engage students so that they become active participants in a democratic society. However, as with many global systems, education has long ago fallen victim to the institutional ailments of systematic oppression and discrimination. In order to promote equity and social justice in education, it is paramount that educators and administrators acknowledge systematic challenges in education and the solutions. The Handbook of Research on Solutions for Equity and Social Justice in Education discusses how teachers and school administrators practice equity and inclusion in their schools. It provides examples of social justice and how it affects society, as well as specific case studies that aim at engendering equity and inclusion for minorities. It further discusses these issues in a global context. Covering topics such as agentic empowerment, social justice in dialogue, and teacher social justice advocacy, this major reference work is a critical resource for faculty and administrators of both K-12 and higher education, preservice teachers, teacher educators, school social workers and counselors, librarians, government officials, researchers, and academicians. |
| doctorate in trauma-informed education: Teaching as a Clinical Practice Profession Patrick M. Jenlink, 2021-04-15 Teaching as a Clinical Practice Profession is a collection of research-based works that represent current clinical-based teacher preparation. Excellent teaching is a clinical skill and exemplary teacher education provides for clinical education in a clinical setting. Strong clinical preparation of teachers is a key factor in students’ success. |
| doctorate in trauma-informed education: Closing the Educational Achievement Gap for Students With Learning Disabilities Nyemba, Florence, Chitiyo, Rufaro Audrey, 2023-10-04 Recently, there has been a growing demand for diversity and inclusion in schools worldwide to ensure effective learning for every student. Efforts have been made to support teachers in promoting diversity in classrooms, but research shows that students with learning disabilities (LD), including autism spectrum disorder, neurodevelopmental disabilities, dyslexia, and executive dysfunction, still struggle to keep up despite having individualized education programs (IEPs). These students are not receiving the necessary support they need to learn effectively in the classroom, leaving them behind and often completely unprepared for their futures. When intersectional statistics are taken into account, students who have a learning disability and are among minority ethnic groups have even lower rates of earning a diploma than their counterparts. Changes in the educational system must be made to close this learning chasm and create a more equitable learning environment. Closing the Educational Achievement Gap for Students With Learning Disabilities increases awareness of the issue of inequalities in education for students with learning disabilities through improved training programs for teachers, recommendations for policy changes, and development of new strategies to close the gap between these students and their classmates. The goal of this book is to educate and empower educators, researchers, and policymakers on how they can help students with learning disabilities thrive academically and emotionally. It examines the barriers that prevent teachers from effectively providing instruction to these students. This book covers topics such as achievement gaps, student-centered approaches, and culturally responsive teaching and is ideal for educators, professionals, researchers, special education professionals, speech and occupational therapists, disability service providers, intervention strategists, psychologists, parents, and local communities. |
| doctorate in trauma-informed education: Primary Education Voices Matt Roberts, 2023-10-27 Over the past two years, the Primary Education Voices podcast has welcomed dozens of inspirational educators with a variety of roles across primary education to share what they are passionate about. This book gives some of these educators the chance to discuss their ideas, research and reflections in a more in-depth manner to help the reader reflect more deeply about their own practice. This publication is a collation of writing of incredible philosophies, resources and ideas from primary practitioners, for primary practitioners. Engaging chapters cover a wide range of topics for the contributors of this book to share: from developing the right ethos and culture in your school or classroom, to considering how to make your curriculum more rich and inclusive, to considering how to look after your own well-being and vitality in the role of a primary educator. Within each chapter, you will hear from a number of contributors and be given the space to reflect on what they have shared, along with some thought-provoking questions to prompt you on how to adapt and refine your practice. These ideas and insights will be essential to all who work within the primary sector including trainees, early career teachers and middle and senior leaders, as well as all those who support and consult with these individuals who seek to change and improve their practice. |
| doctorate in trauma-informed education: Critical Issues in Servicing Twice Exceptional Students Fernanda Hellen Ribeiro Piske, Kristina Henry Collins, Karen B. Arnstein, 2022-10-03 This book addresses critical issues related to appropriately servicing gifted students with other learning exceptionalities, also known as twice exceptional (2e) students. Utilizing a social, emotional, and cultural lens, it extends beyond the historical cognitive discussion within the domains of special and gifted education and draws on a variety of interpreted perspectives, featuring leading authors, experts, and specialists from several countries and from different academic disciplines and backgrounds. The collection offers a balance between theoretical/methodological and empirical chapters to provide a discourse for operationalization and implementation of services that best serve the educational and individualized needs for a diverse group of students. This work demonstrates the importance of knowing and attending to the social, emotional and cultural dimensions of 2e students while simultaneously fostering the appropriate cognitive skill development for whole-child well-being. |
| doctorate in trauma-informed education: The impact of art therapy on mental health and well-being Helena José, Joao Apostolo, Luciano Vitorino, Luis Manuel Mota de Sousa, Martina Giusti, 2023-12-22 In 2019 the WHO came out with a scoping review related to the evidence on the role of the arts in improving health and well-being. In the last yeast, in fact, literature has recognized the direct and indirect benefits of art in the prevention and promotion of mental and physical health and in the management and treatment of disease. Although some countries have made progress in developing policies that make use of the arts to support health and well-being, many have not yet addressed the opportunities that exist for using the arts to support health, and for others policy activities have been time limited. Nonetheless, the relationship between art and health has existed since the birth of medicine itself and has strongly influenced its history and its evolution. Art therapy is the main expression of art in health care. The integration of art in traditional health assistance paths sustains the need to have a holistic approach to health, wellness, and well-being both of patients and other stakeholders, including caregivers and healthcare professionals. Currently the main area of art therapy application is mental health with especially regards to disability, both in developmental age and in elderly and both to cognitive and physical impairment and dementia. However, it is important to remark that mental health does not only refer to mental illness, but also to people's emotional, psychological, and social well-being. These last cases have particularly worsened with the long lockdown periods due to the COVID-19 pandemic. |
| doctorate in trauma-informed education: Cultivating Critical Conversations in Art Education Connie Stewart, Eli Burke, Lisa Hochtritt, Toya Northington, 2023 These stories from art educators highlight how art and visual culture can bridge learning with lived experience. Written by and for art educators from all backgrounds and contexts, this volume offers guidance for expanding students’ opportunities to critically examine current events, histories, and cultural assumptions in ways that are relevant and inclusive of all identities. Readers will learn how to use contemporary art and dialogue as tools to acknowledge and value the unique perspectives of each person. Authors from diverse settings offer topics, insights, resources, and research for centering voices and critical conversations in K–12, higher education, museums, and nontraditional classrooms. The book addresses such questions as: How can a teacher reflect on their own assumptions and biases before crafting lessons and discussion prompts?In what ways can contemporary art encourage dialogue in art learning spaces?What happens when current national issues intersect with the personal lives of students?How can teachers democratize the classroom so all students are represented?How can teachers demonstrate ways to critically examine information? Book Features: Offers insights from art educators in public, independent, museum, and community settings.Addresses the role of art teachers in responding to the current highly politicized educational climate.Critically examines concepts of practice, power, and vulnerability in teaching. Discusses issues of race, LGBTQ+ rights, family structures, current events, democratic values, and social change as they concern students.Provides examples of dialogue in various art learning spaces and contexts. Contributors include JaeHan Bae, Kathy J. Brown, Lauren Cross, William Estrada, Pamela Harris Lawton, Amy Pfeiler-Wunder, Natasha S. Reid, Kryssi Staikidis, and Injeong Yoon-Ramirez. |
Doctorate - Wikipedia
A doctorate (from Latin doctor, meaning "teacher") or doctoral degree is a postgraduate academic degree awarded by universities and some …
What is the Difference Between a PhD and a Doctorate?
Jun 4, 2021 · Doctorate, or doctoral, is an umbrella term for many degrees — PhD among them — at the height of the academic ladder. Doctorate degrees …
What Is a Doctorate or a Doctoral Degree? - U.S. News …
Sep 22, 2023 · A doctorate is the type of graduate degree that is usually required for tenure-track faculty positions. Learn more about this …
Find Online Doctoral Programs From Top Universities - BestC…
Sep 17, 2024 · With a doctorate, you can become an expert in your field and qualify for leadership roles in academia, research, professional …
What Is a Doctorate? - Coursera
Feb 21, 2025 · An academic doctorate, often called a PhD (short for Doctor of Philosophy), is a research degree that typically requires completing a …
Dr. Jacqueline D. Loggins, DSW, LCSW - Jackson State University
BSW Field Education Director/ Clinical Assistant Professor . jacqueline.d.loggins@jsums.edu . EDUCATION . May 2020 Doctorate in Social Work . Tulane University . New Orleans, LA . …
Judicial Perspectives on Sentencing Mentally Ill Violent …
sociopsychological consequences of legal actions (Wexler & Winick, 1996). Trauma-informed judges can facilitate trauma-informed care for mentally ill violent offenders through their …
Colorado Education Equivalency Review
• Culturally Informed Treatment (14 hrs) • Motivational Interviewing (21 hrs) • Cognitive-Behavioral Therapy (14 hrs) • Advanced Case Conceptualization (14 hrs) (aka Clinical Assessment and …
Sarah J. Fucillo, Ph.D., NCC Curriculum Vitae - Lindsey Wilson …
Doctorate of Philosophy Counselor Education and Supervision (CACREP Accredited) Dissertation-Caring for the Caregivers: A Phenomenological Study of Supervisors and ... to …
2022–2023 - CSWE
28 Practice Doctorate in Social Work Programs 36 Research Doctorate in Social Work Programs 46 Full-time Faculty ... work education is the CSWE Annual Survey, a vital instrument for …
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Education 1 EDUCATION School of Education web page (https://www.ewu.edu/cpp/education/) Degrees BA–Educational Studies (http://catalog.ewu.edu/ps/se/education-
Recommendations for education and training of …
trauma informed case formulation and treatment planning. Show an understanding of the ways in which patients and professional identities can interact. Respecting agency of the individual in …
CURRICULUM VITAE Kelly Kearney, DNP, APRN, PMHNP-BC
EDUCATION Doctorate of Nursing Practice University of Texas Health Science Center School of Nursing at Houston 2015 ... Transformation: Implementing Trauma-Informed Care Strategies to …
SPEAKERS Caro - psea.org
Secondary Special Education teachers, integration of students with Complex Needs, P2G Partnership with IHE, HRSPC, and Trauma-informed Practices. She has been selected to be a …
AN INTRODUCTION TO TRAUMA- RESPONSIVE …
area. He is a partner at Spectrum Psychological Associates, a trauma-informed practice that provides therapy, assessment, and psychiatric services. He has conducted evaluations in both …
Elizabeth Reeves Tomlinson, PhD RN - UNC Gillings School of …
Education Doctorate of Philosophy in Nursing Duke University School of Nursing, Durham NC 2013 – 2018 ... Education & Networking Committee, Co-Chair 2018 – Present ... A synthesis of …
Trauma Treatment and Addictions: Results of the NAADAC …
trauma-informed care in substance use treatment facilities, Giordano et al. (2016) noted that research into specific types of trauma treatment pro - ... degrees, and 3% reported no higher …
Doctorate In Trauma Informed Education Full PDF
Doctorate In Trauma Informed Education: xxxix the confession oxford world s classics - Mar 11 2023 web for two years my daughter and i supported ourselves comfortably in boston at the …
PROFESSIONAL DISCLOSURE and INFORMED CONSENT …
supervision for masters and doctorate level counseling students. I am trained in a wide variety of counseling techniques to help client’s manage depression, trauma, relationship concerns and …
One-Minute Resilience Building Interventions for …
She has authored several books, the most recent, 10 Steps to Create a Trauma-Informed Re-silient School and Healing the Experience of Trauma: A Path to Resilience. She is an …
Colorado Education Equivalency Review - cce-global.org
The Center for Credentialing & Education, Inc. (CCE), on behalf of the state of Colorado, performs the education equivalency review for licensed addiction counselor candidates. Any …
Copy of Copy of The Ole Miss Presentation Flyer
TRAUMA-INFORMED CARE AND TREATING MENTAL DISTRESS. AMONG THE INCARCERATED. WHO: ANTHONY WATERS, PHD. WHERE: ZOOM. ID: 849 494 2041. …
CURRICULUM VITAE Briana Woods-Jaeger, Ph.D. EDUCATION
EDUCATION . Doctorate, Child Clinical Psychology 2004-2010 . University of Washington, Seattle, WA . ... Major Goal: The goal of this research project is to assess whether …
2025 SOJU Presenter Biographies - education.csuci.edu
2025 Social Justice in Education Conference Presenter Biographies 2020 ... historical and generational trauma, trauma-informed practices, resiliency development, and …
CAROLINE CAMPBELL, LSW - Widener University
EDUCATION 2023 Doctorate of Philosophy candidate in Social Work (anticipated graduation 2023) ... Trauma-informed classroom [Invited workshop]. Faculty Development Winter Faculty …
Behavioral Health Services COUNSELOR TRAINING PROGRAM
14-15 Culturally Informed Treatment 17-18 Advanced Pharmacology 21-22 Cognitive Behavioral Therapy 21-23 Motivational Interviewing 31-1 Trauma Informed Care SEPTEMBER 7-8 …
APRIL 2025 - universityhealth.com
as the lead education and outreach manager at the San Antonio Rape Crisis Center(RCC). Prior to working at RCC, Rachael volunteered her time at children’s hospitals, senior care nursing …
Roberts, Helen (2021) services: a framework synthesis and …
5 List of Tables Chapter 1 Table 1: Eligibility criteria for the review, p.14 Table 2: Comprehensive summary of the twelve papers reviewed in the quality assessment, pp.19 - 23 Table 3: …
Master’s in Counseling Student Handbook - Northern Illinois …
Doctorate in counseling and counselor education,graduate certificate in women’s studies, Master ... ethnic/cultural minority populations in counselor education, as well as trauma-informed …
Trauma-Informed Schools for Children in K-12: A System …
the planning of trauma-informed practices to strengthen trust and acceptance Creation of a Trauma-Informed Learning Environment Education about the wellness of all students, including …
Michael M. Morgan - University of Wyoming
College of Education, University of Wyoming, Dept. 3374 1000 University Avenue, Laramie, WY 82071 ... Doctorate Practicum in Counseling; Assistant Professor 2003 - 2011 University of …
Seneca Washington Direct Care Team - senecafoa.org
Jun 10, 2020 · trauma informed integrated mental health services to youth and families in school settings. She believes in creating a dynamic and authentic therapeutic relationship to support …
Doctor of Ministry Project and Thesis Guide - Phoenix …
doctorate . DMIN PROJECT AND THESIS GUIDE | 3 Improve the student's self-directed learning skills and understanding of how ministry is accomplished Further develop the student's …
BRIEF BIOGRAPHIES - Tarzana Treatment Centers
Sep 4, 2019 · in a community non-profit agency for over two decades specializing in trauma-informed care, where she has developed and supervised services for children, adolescents …
THE STATE OF TRAUMA INFORMED CARE IN APPLIED …
become increasingly relevant and important in the United States. Trauma Informed Care (TIC) and Applied Behavior Analysis (ABA) are two approaches which commonly address the …
PROFESSIONAL CLINICAL COUNSELING MARRIAGE AND …
maternal mental health in its continuing education requirements; makes a 4980.54 ; clarifying amendment regarding continuing education received from an accredited or approved school. …
MINDHEALTHY • CONFIDENTIAL • NOT FOR DISTRIBUTION
the dissertation phase of my doctorate in behavioral health. I will graduate on 12/24. I take the humanistic approach when partnered on your journey. I utilize a trauma-informed care lens; I …
HEALING THE INNER CHILD A Psychodynamic-oriented …
Inner Child Work is a trauma-informed approach to working with people who have experienced various forms of trauma, abuse, and neglect earlier on in life. ... Samara holds …
Stephen Regel - The Xerte Project
affected by workplace trauma in his NHS trust. He remains actively involved with the teaching team of the MA in Trauma Informed Practice in the School of Education and with the Clinical …
Requirements for Certified Addiction Technician (CAT)
Doctorate degree Non-conforming Master’s or Doctorate degree approval will be decided at the discretion of the Addiction Board Clinical Behavioral Master's degree or higher in Substance …
Introduction to Trauma-Informed Classrooms: Inclusive …
Department of Education, and you should not assume endorsement by the federal government. For a text version of this document please visit: ... Introduction to Trauma-Informed …
Training Requirements Summary for CAT - Colorado …
Culturally Informed Treatment (14 hrs) Motivational Interviewing (21 hrs) Cognitive-Behavioral Therapy (14 hrs) Advanced Case Conceptualization (14 hrs) (aka Clinical Assessment and …
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5 . Revised 9/6/22 1. Introduction 1.1 Introduction to the Doctoral Program and the Dissertation Process The doctoral programs in the School of Education (SOE) consist of two primary
Ensuring supportive and competent practice. - UNE Online
a Doctorate in Education (Counseling Psychology) from Argosy University. Originally from New York, her social work career has ... Her areas of interest include trauma informed care, social …
ISBE'S WEEKLY MESSAGE - Illinois State Board of Education
Sep 26, 2023 · TRANSFORMING TRAUMA-INFORMED SCHOOLS: EMPOWERING EDUCATORS WITH STRATEGIES. The team behind the REACH Statewide Initiative has …
2022–2023 - CSWE
28 Practice Doctorate in Social Work Programs 36 Research Doctorate in Social Work Programs 46 Full-time Faculty ... work education is the CSWE Annual Survey, a vital instrument for …
T9 Mastered Essentials - Mt. San Jacinto College
Sacramento and Doctorate of Education from the University of Phoenix. She has been a consultant and trainer for various social service, mental health, criminal justice, law ... Trained …
TRAUMA-RESPONSIVE ORGANISATIONS
1. Trauma-Informed Approaches in Organisations: The Trauma Ecology Model 7 Daryl Mahon 2. Servant Leadership: It Really Is Trauma-Informed 25 ... while also completing a doctorate …
Dakota L. King-White, PhD, PC, LPSC 2485 Euclid Ave. Julka …
King-White, D. (2020). The trauma-informed practices: A call to action to support students exposed to trauma. Richmond Heights City Schools. Richmond Heights, Ohio. King-White, D. …
Eric Montrece Brown Ph.D., L.P.C. - DePaul University
EDUCATION Doctorate in Counselor Education & Supervision May 2017 Darden Education Fellow (Dissertation Fellowship) Old Dominion University, Norfolk ... • Used various trauma …
How is Trauma-Informed Education Implemented within …
trauma-informed education programs with a focus on classroom strategies. Programs (N = 20) were identified that focused on primary and secondary schools and were suitable for …
Trauma-Informed Practices in Early Childhood - College of …
Aug 5, 2024 · Trauma-Informed Schools • Becoming trauma-informed should be an essential component of the overall mission of the education system • A trauma-informed school …
CEREMONY - mtmary.edu
CANDIDATES FOR THE DEGREE OF PROFESSIONAL DOCTORATE IN OCCUPATIONAL THERAPY POST-PROFESSIONAL HOODING: DR. KARI INDA AND DR. STEPHANIE …
2-Ernest-The State of Trauma - ed
There is also a wide variety of trauma-informed resources and information across websites for national advocacy groups and state Departments of Education (Thomas et al., 2019). Despite …
LEVEL 1: FOUNDATIONS IN CHILDHOOD TRAUMA …
This Level 1 online training initiates the bridge for those in Occupational Therapy with the education, training, research, and resources needed to offer trauma informed care in pediatric …
