Trauma In Adult And Higher Education

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.

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.

By showcasing asset-based approaches inspired by individual reflection, research, and experience, this volume offers a fresh and timely perspective on grief and trauma within higher education and illustrates how these approaches can serve as opportunities for hope and allyship. Featuring a broad range of contributions from scholars and professionals involved in educational research and academia, Humanizing Grief in Higher Education explores the varied ways in which students, scholars, and educators experience and navigate grief and trauma. Set into four distinct parts, chapters deploy personal narratives situated within interdisciplinary and transdisciplinary research frameworks to illustrate how issues such as race, gender, socio-economic class, and politics intersect with experiences of personal and professional grief in the academy. A variety of intersectional fields of study – from positive psychology, counselling, feminist and queer theories, to trauma theory and disability studies – inform an interdisciplinary framework for processing traumatic experiences and finding ways to hope. These narrative explorations are positioned as key to developing a sense of hope amongst the grieving and those supporting them. This text will benefit researchers, doctoral students, and academics in the fields of Higher Education, teacher education, trauma studies, and mental health education. Those interested in positive and educational psychology, as well as grief counselling in adults, will also enjoy this volume. Finally, this collection serves as a companion for those who find themselves grappling with losses, broadly defined.

Presenting current trends in transformative learning and adult higher education, this volume paints a vivid picture of the Transformative Learning theory in action. The concepts that knit these articles together despite the variety of educational settings and populations are: relationships, community, and the body experience—often missing in higher education. This volume includes: the voices of marginalized populations often excluded from research studies such as community college students, emerging adults with learning differences, English language learners, native Alaskans, African-American health educators, doctoral students, and yoga practitioners; new paradigms for thinking about adult undergraduate education; new ways to deal with social conflict and advise doctoral students; and personal stories from Black women leaders, college teachers, student writers as well as pregnant women, and social service providers. This is the 147th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

Career Pathways in Adult Education showcases the wide-ranging possibilities for a satisfying career in the field of adult education. Along with practical advice for launching and advancing a career in adult education, this book includes personal stories and insights from adult education professionals which focus on the research, practices, programs, and services within multiple industries. Divided into two parts, the book begins by examining transferable skills that adult educators need to be successful in any adult education career. Chapters in the second part focus on specific career opportunities for those with adult education backgrounds, including discussions around career lifecycle from entry to advancement, career development, and future trends. Written by active practitioners in adult education, chapters are designed to be practical, informative, and thought-provoking regarding career entry, progression, development, and advancement. A truly one-of-a-kind text, Career Pathways in Adult Education is the ideal companion for students and professionals looking to transition into adult education as well as graduate program administrators who wish to share the importance of their programs.

This timely manual presents a new perspective on teaching and learning focused on countering the impacts of trauma on adults’ ability to learn. Within its detailed and useful approaches, Daniels provides a road map for building a trauma-responsive teaching practice grounded in the principles of Trauma-Informed Care, and emphasizing the need for educators to develop a rigorous practice of self-care. Prison classrooms, in particular, demonstrate the intersectional and overlapping nature of systemic, historical, and individual traumatic experience. People who rediscover themselves as learners while in corrections classrooms have a unique and powerful perspective to bring to the work of ending mass incarceration, and the role of education and learning in that ending. The concepts and framework presented in the text aim to expand how we define "working with trauma." Through this redefinition, we better align teaching and learning as counters to the impacts of trauma. As this alignment transforms educational philosophy and practice, we have an opportunity to repurpose the nature of education itself, and shift toward learning how to learn. Although this book contains content specific to corrections educators, or those aspiring to teach in prisons, its concepts and activities are applicable to any environment or situation in which adults need to learn. Adult educators, front-line personnel in any public service role, librarians, legal professionals, judges, lawyers—all can benefit from the expertise shared in this book.

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.

This book explores how educational institutions have failed to recognize and effectively address the symptoms of trauma in students of all ages. Given the prevalence of traumatic events in our world, including the COVID-19 pandemic, Gross argues that it is time for educational institutions and those who work within them to change their approaches and responses to traumatic symptoms that manifest in students in schools and colleges. These changes can alter how and what we teach, how we train teachers, how we structure our calendars and create our schedules, how we address student behavior and disciplinary issues, and how we design our physical space. Drawing on real-life examples and scenarios that will be familiar to educators, this resource provides concrete suggestions to assist institutions in becoming trauma-responsive environments, including replicable macro- and microchanges. Book Features: Focuses on trauma within the early childhood-adult educational pipeline. Explains how trauma is often cumulative, with recent traumatic events often triggering a revival of traumatic symptomology from decades ago. Provides clarifications of currently used terms and scoring systems and offers new and alternative approaches to identifying and ameliorating trauma. Includes visual images to augment the descriptions in the text.