Practicing What We Teach: Trauma-Informed Educational Practice

This article presents the starting case for applying the elements of trauma-informed care (TIC) to education and outlines the authors' initial efforts to develop guidelines for what they call trauma-informed educational practice. To this end, the article starts with a literature review related...

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Bibliographic Details
Published inJournal of teaching in social work Vol. 35; no. 3; pp. 262 - 278
Main Authors Carello, Janice, Butler, Lisa D.
Format Journal Article
LanguageEnglish
Published Routledge 27.05.2015
Subjects
Assignments
classroom safety
Clinical Experience
clinical training
Counseling Techniques
Counselor Client Relationship
Counselor Training
Educational Practices
Guidelines
higher education
Metacognition
retraumatization
Safety
Social Work
Student Characteristics
Teacher Behavior
Teaching Methods
Trauma
vicarious traumatization
Victims
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Summary:This article presents the starting case for applying the elements of trauma-informed care (TIC) to education and outlines the authors' initial efforts to develop guidelines for what they call trauma-informed educational practice. To this end, the article starts with a literature review related to the potential for vicarious traumatization and retraumatization among students in clinical training, followed by a discussion of the TIC framework and past efforts to be trauma sensitive in social work education. The authors then describe what drew them to this perspective and inspired them to apply it to educational practice. They then present guidelines for implementing the trauma-informed principle of safety in the classroom in several domains.
ISSN:0884-1233
1540-7349
DOI:10.1080/08841233.2015.1030059