Full Description
Amidst the vibrancy of college life, the unspoken shadow of trauma significantly influences student well-being and success. Trauma-Informed Practice in Higher Education is a profound exploration of trauma's intricate interplay with higher education. Beyond laying bare the deep-rooted intricacies of trauma, from its physiological underpinnings to its sociocultural implications, the book presents transformative strategies for fostering compassionate, culturally-aware student support services. It not only pioneers trauma-informed pedagogical methods but also delves into faculty training, advocating for a comprehensive educational approach grounded in safety and adaptability. The discourse culminates in a visionary examination of organizational leadership, emphasizing the ripple effects of trauma within institutions and the pressing need for resilience and stringent assessments. A resonant epilogue completes this call to arms, urging colleges to champion a new era marked by empathy, insight, and holistic growth.
Contents
Introduction: A Need for a Caring Campus
Part I: Understanding Trauma and the College Environment
1. What is Trauma?, Silje Mørup Ormhaug (University of Oslo, Norway)
2. The Brain-Body Impact of Trauma, Molly Mistretta (Slippery Rock University, USA) and Allison DuBois (Westminster College, USA)
3. Trauma, Belonging and Community, Kelly-Ann Allen (Monash University, Australia)
4. Trauma and Learning, Chateé Omísadé Richardson (Spelman College, USA), Lyra L'Estrange (Queensland University of Technology, Australia) and Krishnan Saraladevi (University of Madras, India)
5. Sociocultural Trauma and the College Community, Dania Fakhro (University of North Carolina, USA) and Breahannah Hilaire (Stetson University, USA)
Part II: Trauma-Informed Student Support Services
6. Foundations of Trauma-Informed Student Affairs, Anita Padmanabhanunni (University of the Western Cape, South Africa)
7. Compassionate Approaches to Student Support Services, Rone Gerber (University of the Western Cape, South Africa)
8. Building Resilient Communities through Peer Support and Training, Serena Isaacs (University of the Western Cape, South Africa) and Tracey Adonis (University of the Western Cape, South Africa)
9. Global Perspectives and Cultural Contexts, Amy Vatne Bintliff (University of California - San Diego, USA), Beinomugisha Peninah (Kampala University, Uganda) Rebecca Levine (University of California - San Diego, USA), Zaharah Namanda (Africa Education and Leadership Initiative, Uganda), Wendy Wei Cheung (University of California - San Diego, USA) and Norah Nalutaaya (Kampala University, Uganda)
Part III: Trauma-Informed Higher Education Course Development and Facilitation
10. Models and Frameworks of Trauma-Informed Pedagogy, Jennifer Schlinger (University of North Dakota, USA) and Deborah Worley (University of North Dakota, USA)
11. Incorporating Empathy and Safety into Classroom Structures, Emily Berger (Monash University, Australia)
12. Whole-of-University Approaches to Trauma-Informed Pedagogy in Higher Education, India Bryce (University of Southern Queensland, Australia), Kate Cantrell (University of Southern Queensland, Australia) and Janice Carello (PennWest Edinboro, USA)
13. Faculty Training and Support for Trauma-Informed Approaches, Emily Berger (Monash University, Australia)
Part IV: Trauma-Informed Organizational Administration
14. Understanding Organizational Trauma, Jason Lynch (Appalachian State University, USA)
15. Trauma-Informed Supervision, Chelsea Gilbert (Ohio State University, USA), Clara Buie (University of South Florida, USA), Monica Carson (Cabrini University, USA), Igdalia Covarrubias (Ohio State University, USA), Tierra Heath (Independent Mental and Behavioral Health Clinician, USA) and Angie Kim (University of Michigan, USA)
16. Secondary Traumatic Stress, Jason Lynch (Appalachian State University, USA)
17. A Grassroots Initiative for Building Trauma-Informed University Resources and Empowering Change, Kelley Blanck (Michigan State University, USA), Alytia Levendosky (Michigan State University, USA), Jason Moser (Michigan State University, USA), Natalie Moser (Michigan State University, USA) and Cheryl Williams-Hecksel (Michigan State University, USA)
18. Assessing Trauma-Informed Approaches, Bob Alston (Northern Kentucky University, USA)
Conclusion: Future Directions
