FLO Course: Trauma-Informed Teaching OER (July 2021)
Topic outline
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Badging Requirements:
To receive a badge for this course you will need to complete:
- Introduce self (Discussion forum)
- Comment on a scenario of self-care (Discussion forum)
- Self-Care Plan (Assignment)
- Comment on a scenario of student disclosure (Discussion forum)
- Trauma-Informed Teaching Approach Implementation Plan (Assignment)
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If you have any questions would like to engage with other participants, feel free to add your discussion here.
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All the resources used in this course are listed here alphabetical by title.
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Add any resources you would like to share.
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Developed by the Center for Disease Control and Prevention and the National Center for Trauma-Informed Care (NCTIC).
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Shared at our FLO Friday session, this is a quick and easy way to manage anxiety and stress.
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Brené Brown's Seven Elements of Trust from Dare to Lead.
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Brene Brown's poignant explanation of empathy.
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Usually visual elements to help engage students and illustrate concepts.
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This podcast has a social work focus but her advice applies to teachers and all people working in a trauma-informed practice.
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Harnish et al. (2011) discuss the importance of the course syllabus as the first form of communication between students and their instructors.
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In his article, Daniel Heath Justice, tells us that "[b]eing a kind teacher doesn't mean creating a classroom where are behaviours are appropriate, or not having high and even demanding expectations" (3).
This article can be found here: https://thewalrus.ca/demanding-kinder-classrooms-doesnt-make-you-a-snowflake/.
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PowerPoint by Christine Harrington author of Designing A Motivational Syllabus: Creating a Learning Path for Student Engagement.
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This webpage takes instructors through the full semester and offers tips for every stage of the course.
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This booklet offers a self-care assessment as well as ideas for creating a self-care plan.
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This booklet offers a self-care assessment as well as ideas for creating a self-care plan.
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Five elements of empathy.
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Valuable all around resource.
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This zine by Meg-John Barker is refreshingly real, "self-care is an act of resistance against cultural messages ... [that] insists we're no more or less valuable than anyone else" (16).
You can access the zine here but we have added .pdf file for your convenience.
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Teaching strategies and instructor self-care.
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Godwin's TED Talk focuses on elementary and middle school but has important lessons about trauma-informed teaching that translates across all levels of education.
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Looks at facilitation and course design for engagement.
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"This guide is intended for writers of resource materials, such as tip sheets, handouts, brochures, and other materials that provide information for people to use in their work and lives" (National Center on Domestic Violence, Trauma & Mental Health, 1)
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This Google Doc is organized around the 6 principles of trauma-informed care. Costa has given permission to share but has asked though that the document is not edited or adapted.
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Mays Imad is one of the leading researchers on trauma-informed teaching.
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"I worry we often hold onto the term “resilience” as a way to avert our gaze and not grapple with the omnipresence of trauma—how it’s woven into daily life and how pervasive suffering, oppression, and violence are in our society. I worry that when we focus on resilience we veer towards toxic positivity and repress the uncomfortable and tangible effects of trauma (Barclay, n.p.).
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This academic article is freely accessible here through ERIC but we have included the .pdf file here for convenience.
"Role clarity is the process of defining the scope and goals of our relationships with students, and then maintaining boundaries that allow us to focus on that scope" (Venet, 1).
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Substance Abuse and Mental Health Services' (SAMHSA) webpage on trauma and trauma-informed.
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"Self-care is not a luxury ancillary to our professional assignments but a professional activity that makes being present and empathic a possibility" (Stipp and Miller, n.p.).
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From the Goodfellow Unit (New Zealand), this resource discusses compassion fatigue, burnout, vicarious traumatisation, and a self-care assessment.
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Printable calendar with self-care reminders and activities.
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Instructional strategies focusing on students' mental wellbeing, as well as instructor self-care.
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Meyers et al. (2019), define teacher empathy and show how this enhances student learning. The article offers suggestions for increasing teacher empathy and reinforces the idea that "[i]nstructors high in teacher empathy do not lower standards; they identify and remove obstacles to learning" (Meyers et al, 162).
This article is available through College Teaching, vol. 67, issue 3, 2019. We have included the .pdf here for your convenience.
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Jennifer Gunn offers a great introduction to trauma and how this can affect a young person's brain.
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Costa's presentation is well done and offers a clear definition of the instructor's role.
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Offers a good explanation of trauma and traumatic life experiences. Although USA focused includes good statistics. Advice on how to recognize trauma in learners, strategies for helping, a comprehensive list of venerable groups, and a valuable list of resources and references.
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University of Waterloo's Centre for Teaching Excellence offers this helpful guide to trigger warnings.
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A in-depth discussion of the complexities of psychological trauma and PTSD and ways to navigate emotionally traumatic experiences.
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Remember to breathe.
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