Trauma-Sensitive Practice for New Teacher Standards: Addressing the Epidemic of Our Times

Autor/in	Fidyk, Alexandra
Titel	Trauma-Sensitive Practice for New Teacher Standards: Addressing the Epidemic of Our Times
Quelle	In: in education, 25 (2019) 1, S.51-76 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6117
Schlagwörter	Foreign Countries; Urban Schools; Elementary Schools; Trauma; Females; Elementary School Students; Human Body; Emotional Response; Child Health; Mental Health; Art Activities; Mental Disorders; Student Needs; Access to Health Care; Indigenous Populations; Cultural Relevance; Grade 6; Interdisciplinary Approach; Suicide; Gender Differences; Ceremonies; Canada + Suchen Sie Ihr Suchwort? Ausland; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule; Weibliches Geschlecht; Menschlicher Körper; Emotionales Verhalten; Psychohygiene; Künstlerische Tätigkeit; Mental illness; Geisteskrankheit; Sinti und Roma; School year 06; 6. Schuljahr; Schuljahr 06; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Selbstmord; Geschlechterkonflikt; Zeremoniell; Kanada
Abstract	In response to provincial and national calls for whole school approaches, and in the hope to support new teacher competencies aimed at promoting mental health, this paper considers the changing dynamics within the current classroom through elements and implications of a participatory study conducted in an Alberta urban elementary school. Specifics from this research with young "girls," who engaged in ritual, ceremony, arts-integrated, contemplative, and somatic practices, target the on-going conversation on mental health and best practices in schools. Images of and from their life-size body maps are imbedded into the discussion, promoting the inclusion of body-centred, emotional, and imaginal dynamics to be integrated throughout teaching and learning. The discussion calls for the conscious shift of teachers, counselors, and leaders into more integral and ecological paradigms that understand health through the multifold relations with others and the environment. This argument is supported by trauma literature that calls for affective embodied experience, greater inclusion of right hemispheric activities, relational ethics, and teacher professional learning. (As Provided).
Anmerkungen	University of Regina, Faculty of Education. Education Building, 3737 Wascana Parkway, Regina, SK S4S 0A2. e-mail: editor@ineducation.ca; Web site: https://ineducation.ca/ineducation
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01