Keywords
trauma, preservice teachers, trauma informed care, adverse childhood experiences
Abstract
In an effort to prepare preservice teachers to enter the classroom where students may have experienced or been exposed to trauma, the authors designed and facilitated instruction around trauma’s influence on the learning process. The intent of the instruction was to improve the preservice teacher’s ability to realize, recognize, and respond to students without re-traumatizing the students. The authors compared pre and post scores on the ARTIC-35 Education version (Baker et al., 2016) and found the instruction significantly improved the preservice teachers’ knowledge, awareness, and self-efficacy in working with students who have experienced or been exposed to trauma.
DOI
10.15760/nwjte.2021.16.1.2
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/35727
Recommended Citation
Foreman, Tamarine and Bates, Perianne
(2021)
"Equipping Preservice Teachers with Trauma Informed Care for the Classroom,"
Northwest Journal of Teacher Education: Vol. 16
:
Iss.
1
, Article 2.
DOI: https://doi.org/10.15760/nwjte.2021.16.1.2