We found 20 results that contain "#trauma"
Posted on: #iteachmsu
Further Reading: Trauma-Informed Resources: Moving Forward after Tragedy and Trauma
This article is a component of the Resources for Teaching After Crisis playlist.
#EnoughisEnough Syllabus: Responding to School Violence in the Classroom
Collaborative syllabus by students and faculty in the Department of Curriculum & Instruction at the University of Minnesota [online syllabus] This syllabus includes reading lists (with examples in many formats including from the arts), annotated resources, class responses and activities, and other related collective syllabi. The authors encourage us to be critical, complex, and hopeful as we wrestle with these topics.
Teaching on Days After: Educating for Equity in the Wake of Injustice
by Alyssa Hadley Dunn [book/ebook available at MSU Libraries; preview on Google Books]
Book description: What should teachers do on the days after major events, tragedies, and traumas, especially when injustice is involved? This beautifully written book features teacher narratives and youth-authored student spotlights that reveal what classrooms do and can look like in the wake of these critical moments. Dunn incisively argues for the importance of equitable commitments, humanizing dialogue, sociopolitical awareness, and a rejection of so-called pedagogical neutrality across all grade levels and content areas.
Restorative Justice Resources for Schools
Edutopia resource by Matt Davis including links and case studies [website]
Offers examples of and evidence for the benefits of restorative justice frameworks in K-12 schools.
Restorative Justice: What it is and What it is Not
by the editors of Rethinking Schools magazine [article]
This article explains restorative justice approaches as an improvement over zero-tolerance policies in schools. It advocates for restorative practices that take time, build trust and community, require commitment and resources, and can’t be a band-aid for schools in crisis.
Transformative Justice, Explained
by Kim Tran for Teen Vogue [article]
Describes the overall framework and examples of transformative justice, an approach aiming to reduce inequitable incarceration and facilitate community-centered healing.
Transformative Justice: A Brief Description
Article by Mia Mingus from the TransformHarm.org resource hub [article]
This article describes and introduces transformative justice, an approach aiming to break cycles of generational and state violence and to build resilient, accountable communities. Includes links to examples and case studies.
#EnoughisEnough Syllabus: Responding to School Violence in the Classroom
Collaborative syllabus by students and faculty in the Department of Curriculum & Instruction at the University of Minnesota [online syllabus] This syllabus includes reading lists (with examples in many formats including from the arts), annotated resources, class responses and activities, and other related collective syllabi. The authors encourage us to be critical, complex, and hopeful as we wrestle with these topics.
Teaching on Days After: Educating for Equity in the Wake of Injustice
by Alyssa Hadley Dunn [book/ebook available at MSU Libraries; preview on Google Books]
Book description: What should teachers do on the days after major events, tragedies, and traumas, especially when injustice is involved? This beautifully written book features teacher narratives and youth-authored student spotlights that reveal what classrooms do and can look like in the wake of these critical moments. Dunn incisively argues for the importance of equitable commitments, humanizing dialogue, sociopolitical awareness, and a rejection of so-called pedagogical neutrality across all grade levels and content areas.
Restorative Justice Resources for Schools
Edutopia resource by Matt Davis including links and case studies [website]
Offers examples of and evidence for the benefits of restorative justice frameworks in K-12 schools.
Restorative Justice: What it is and What it is Not
by the editors of Rethinking Schools magazine [article]
This article explains restorative justice approaches as an improvement over zero-tolerance policies in schools. It advocates for restorative practices that take time, build trust and community, require commitment and resources, and can’t be a band-aid for schools in crisis.
Transformative Justice, Explained
by Kim Tran for Teen Vogue [article]
Describes the overall framework and examples of transformative justice, an approach aiming to reduce inequitable incarceration and facilitate community-centered healing.
Transformative Justice: A Brief Description
Article by Mia Mingus from the TransformHarm.org resource hub [article]
This article describes and introduces transformative justice, an approach aiming to break cycles of generational and state violence and to build resilient, accountable communities. Includes links to examples and case studies.
Authored by: Center for Teaching and Learning Innovation
Navigating Context
Posted on: #iteachmsu
Trauma Informed Teaching Strategies
Topic Area: Online Teaching & Learning
Presented by: Cheryl Williams-Hecksel, Kelley Blanck
Abstract:
"It is suggested that 66-85% of youth report lifetime exposure to one or more traumatic events by the time they reach college (Read, Ouimette, White, Colder, & Farrow, 2011; Smyth, Hockemeyer, Heron, Wonderlich, & Pennebaker, 2008) Trauma Informed (TI) teaching assures that students are engaged in a manner sensitive to potential adverse and traumatic experiences. Student success and learning is dependent upon preparedness of educators to address the impact of trauma on learning and development (Davidson, 2017). The current pandemic and ongoing racial injustice amplify this need.
Central to trauma informed work are principals of Safety, Trustworthiness, Choice, Collaboration and Empowerment with ongoing attention to issues of Equity and Inclusion (SAMSHA, 2020) This workshop will explore strategies that embrace these principals and can be used in classroom (in person and online) and other learning environments to support students at Michigan State University. These strategies have evolved as a part of the work of the MSU Trauma Services and Training Network (TSTN.) This network, formed in 2018, has an active and engaged learning community that has been meeting regularly for more than two years and is committed to creating a trauma informed institution.
Included in this discussion of TI teaching are course policies and procedures, integrating flexibility and choice, promoting self-reflection, growth and professional development. Additionally, approaches for responding to trauma affected students will be outlined.
Presented by: Cheryl Williams-Hecksel, Kelley Blanck
Abstract:
"It is suggested that 66-85% of youth report lifetime exposure to one or more traumatic events by the time they reach college (Read, Ouimette, White, Colder, & Farrow, 2011; Smyth, Hockemeyer, Heron, Wonderlich, & Pennebaker, 2008) Trauma Informed (TI) teaching assures that students are engaged in a manner sensitive to potential adverse and traumatic experiences. Student success and learning is dependent upon preparedness of educators to address the impact of trauma on learning and development (Davidson, 2017). The current pandemic and ongoing racial injustice amplify this need.
Central to trauma informed work are principals of Safety, Trustworthiness, Choice, Collaboration and Empowerment with ongoing attention to issues of Equity and Inclusion (SAMSHA, 2020) This workshop will explore strategies that embrace these principals and can be used in classroom (in person and online) and other learning environments to support students at Michigan State University. These strategies have evolved as a part of the work of the MSU Trauma Services and Training Network (TSTN.) This network, formed in 2018, has an active and engaged learning community that has been meeting regularly for more than two years and is committed to creating a trauma informed institution.
Included in this discussion of TI teaching are course policies and procedures, integrating flexibility and choice, promoting self-reflection, growth and professional development. Additionally, approaches for responding to trauma affected students will be outlined.
Authored by: Cheryl Williams-Hecksel, Kelley Blanck
Pedagogical Design
Posted on: #iteachmsu
Mental health (trauma, stress, grief, etc.)
Playlist to help find resources to help students
Counseling and Psychiatric Services [CAPS]
Who to Contact for What Service
Faculty and Staff Resources including the Green Folder- who to contact and how to help students in distress
Staff Contact Information
Addressing Student Mental Health Concerns in Online Courses
BTAT (Behavioral Threat Assessment Team) / Green Folder
Center for Survivors Services for survivors of sexual assault and sexual violence
MSU Safe Place Provides services to anyone who has experienced, or is experiencing, an abusive or controlling relationship
Prevention Outreach and Education Department Promotes safety and improves quality of life by educating members of the MSU campus community on sexual assault and relationship violence
Trauma Informed Practice: Resources for Best Practices in the Classroom
Talking to students about mental health
Kognito for Faculty: Online simulation tool that allows educators to practice having challenging conversations with students through role-play.
Mindfulness for Better Living from MSU ExtensionStress can take a serious toll on your physical, mental and emotional health. MSU Extension's mindfulness programs can help you manage your stress and live a better, healthier life.
Counseling and Psychiatric Services [CAPS]
Who to Contact for What Service
Faculty and Staff Resources including the Green Folder- who to contact and how to help students in distress
Staff Contact Information
Addressing Student Mental Health Concerns in Online Courses
BTAT (Behavioral Threat Assessment Team) / Green Folder
Center for Survivors Services for survivors of sexual assault and sexual violence
MSU Safe Place Provides services to anyone who has experienced, or is experiencing, an abusive or controlling relationship
Prevention Outreach and Education Department Promotes safety and improves quality of life by educating members of the MSU campus community on sexual assault and relationship violence
Trauma Informed Practice: Resources for Best Practices in the Classroom
Talking to students about mental health
Kognito for Faculty: Online simulation tool that allows educators to practice having challenging conversations with students through role-play.
Mindfulness for Better Living from MSU ExtensionStress can take a serious toll on your physical, mental and emotional health. MSU Extension's mindfulness programs can help you manage your stress and live a better, healthier life.
Authored by: Educators Empowering Student Success Committee (part of the Faculty Improving Student Success Strategic Initiative)
Navigating Context
Posted on: #iteachmsu
Online Learning: Moving Forward after Tragedy and Trauma
This article is a component of the Resources for Teaching After Crisis playlist. Trauma Informed Distance Learning: A Conversation with Alex Shevrin Venet
Lunch & learn webinar hosted by the University of Vermont’s Tarrant Institute for Innovative Education where Alex Shevrin Venet responds to questions submitted by attendees. [55 minute video and full transcript]
Trauma-informed recommendations for how educators can support students, prioritizing predictability, flexibility, connection, and empowerment. Advice for admins, teachers, educator self-care and boundaries, equitable course practices, and importance of connecting to colleagues. Context is synchronous online pandemic distance learning (2020).
Lunch & learn webinar hosted by the University of Vermont’s Tarrant Institute for Innovative Education where Alex Shevrin Venet responds to questions submitted by attendees. [55 minute video and full transcript]
Trauma-informed recommendations for how educators can support students, prioritizing predictability, flexibility, connection, and empowerment. Advice for admins, teachers, educator self-care and boundaries, equitable course practices, and importance of connecting to colleagues. Context is synchronous online pandemic distance learning (2020).
Authored by: Center for Teaching and Learning Innovation
Navigating Context
Posted on: #iteachmsu
Managing the trauma of tragedy
Managing the trauma of tragedy
NOTE: This message refers to sensitive details that may be triggering regarding the violence our community experienced. Resources and assistance are available through multiple campus programs.
Zakia Alavi, an associate professor of psychiatry in Michigan State University’s Department of Pediatrics and Human Development in the College of Human Medicine, answers questions about dealing with trauma after a tragic incident, how to deal with returning to normal routines, and how to deal with the feelings of grief, anger and fear that follow.
How can those who have experienced tragedy return to campus and classrooms shortly after? How can they help manage anxiety?
Anxiety, fear, anger, worry and a whole gamut of intense feelings, given the current conditions, are natural responses to a traumatic event. To some extent, it is also natural to feel uncomfortable revisiting the scene of a traumatic experience. However, studies show that the best way to move forward is to move back to the familiar routine that existed prior to such an event. That said, taking time to process, to grieve and to mourn the losses is important.
The university and our health team have multiple resources available that have been publicized. Please do not hesitate to seek help. It does not have to be a long-drawn-out process. Even a few visits virtually or in person can be helpful.
Is there a time frame for grief and healing when it comes to returning to a place that was the root of the anxiety?
The time frame to grieve and to recover from such an event is variable and depends on many factors — both on the individual level and an environmental level. However, in most cases the first few weeks and up to the first three months can be particularly taxing. Getting back to a routine, being in familiar surroundings and spending time with peers and colleagues brings a sense of safety and a sense of community, which can go a long way toward mitigating the loss of trust and safety in public places.
Students have expressed a variety of emotions related to returning to campus:
“I can’t isolate yourself forever, but all I want to do is stay home.”
“I feel like a coward. Should I force myself to go?”
What is your advice to them?
First, know that you are not a coward and that people grieve and react differently to trauma and loss. Sometimes a situation, such as this tragedy, also can reactivate previous traumas and previous losses that were experienced earlier in our lives and were not addressed or were too painful to have been addressed at the time.
The best course of action is to find comfort in community and camaraderie with your peers and your academic colleagues. Help is available if you find it difficult to take that next step. Making time to be with friends, family, as well as peers and colleagues, is a pathway to healing and honoring the lives that have been lost.
As an educator, how can you take time to process this tragedy yourself while still being there for your students?
Educators are the backbone of an academic institution such as ours. Processing trauma takes many different forms. For some of us, it can be as simple as returning to class, connecting with our students and colleagues and finding the comfort of the familiar routine of academia. For others, it may mean going back to our families, spending some extra time with our loved ones and reassuring ourselves that there is safety and comfort and love in our own immediate families. Taking time as an educator to find your balance to ground yourself is important, and it should be a priority for all of us who are educators.
As faculty encounter an influx of student worries and anxiety, how should they thoughtfully respond?
First, take care of yourself; you can’t pour from an empty cup. Going back to class or your other duties on campus can evoke a multitude of feelings ranging from grief, anger, helplessness to sadness and a desire to avoid being in a space where such difficult and traumatic events took place. It is good to acknowledge these mixed feelings when talking to each other and especially when talking to your students, who are likely to be going through similar experiences themselves.
Many survivors report being jumpy and wary in public following a traumatic event. Is this hypervigilance? Is it related to PTSD?
Post-traumatic stress disorder is a well-studied and well-known condition. There are three major domains of symptoms for PTSD — hypervigilance, which can surface as being jumpy or easy to startle; hyperarousal, which can present as difficulty falling asleep or difficulty experiencing a calm state of mind; and emotional detachment or numbness that can alternate with periods of intense emotional reactions.
During the first few days, even the first 90 days of such a traumatic experience, most of us will experience some elements of these symptoms. The important thing to remember is that most individuals recover from these temporary symptoms, heal and move on without developing a fully realized PTSD diagnosis.
Over the next few weeks or months, you should begin to experience an equilibrium in your emotional, mental and physical functioning. Everyone is different, though, and will require different time frames to do so. However, if time progresses and you find things are getting worse instead of better, then please seek professional help as your next step in healing.
NOTE: This message refers to sensitive details that may be triggering regarding the violence our community experienced. Resources and assistance are available through multiple campus programs.
Zakia Alavi, an associate professor of psychiatry in Michigan State University’s Department of Pediatrics and Human Development in the College of Human Medicine, answers questions about dealing with trauma after a tragic incident, how to deal with returning to normal routines, and how to deal with the feelings of grief, anger and fear that follow.
How can those who have experienced tragedy return to campus and classrooms shortly after? How can they help manage anxiety?
Anxiety, fear, anger, worry and a whole gamut of intense feelings, given the current conditions, are natural responses to a traumatic event. To some extent, it is also natural to feel uncomfortable revisiting the scene of a traumatic experience. However, studies show that the best way to move forward is to move back to the familiar routine that existed prior to such an event. That said, taking time to process, to grieve and to mourn the losses is important.
The university and our health team have multiple resources available that have been publicized. Please do not hesitate to seek help. It does not have to be a long-drawn-out process. Even a few visits virtually or in person can be helpful.
Is there a time frame for grief and healing when it comes to returning to a place that was the root of the anxiety?
The time frame to grieve and to recover from such an event is variable and depends on many factors — both on the individual level and an environmental level. However, in most cases the first few weeks and up to the first three months can be particularly taxing. Getting back to a routine, being in familiar surroundings and spending time with peers and colleagues brings a sense of safety and a sense of community, which can go a long way toward mitigating the loss of trust and safety in public places.
Students have expressed a variety of emotions related to returning to campus:
“I can’t isolate yourself forever, but all I want to do is stay home.”
“I feel like a coward. Should I force myself to go?”
What is your advice to them?
First, know that you are not a coward and that people grieve and react differently to trauma and loss. Sometimes a situation, such as this tragedy, also can reactivate previous traumas and previous losses that were experienced earlier in our lives and were not addressed or were too painful to have been addressed at the time.
The best course of action is to find comfort in community and camaraderie with your peers and your academic colleagues. Help is available if you find it difficult to take that next step. Making time to be with friends, family, as well as peers and colleagues, is a pathway to healing and honoring the lives that have been lost.
As an educator, how can you take time to process this tragedy yourself while still being there for your students?
Educators are the backbone of an academic institution such as ours. Processing trauma takes many different forms. For some of us, it can be as simple as returning to class, connecting with our students and colleagues and finding the comfort of the familiar routine of academia. For others, it may mean going back to our families, spending some extra time with our loved ones and reassuring ourselves that there is safety and comfort and love in our own immediate families. Taking time as an educator to find your balance to ground yourself is important, and it should be a priority for all of us who are educators.
As faculty encounter an influx of student worries and anxiety, how should they thoughtfully respond?
First, take care of yourself; you can’t pour from an empty cup. Going back to class or your other duties on campus can evoke a multitude of feelings ranging from grief, anger, helplessness to sadness and a desire to avoid being in a space where such difficult and traumatic events took place. It is good to acknowledge these mixed feelings when talking to each other and especially when talking to your students, who are likely to be going through similar experiences themselves.
Many survivors report being jumpy and wary in public following a traumatic event. Is this hypervigilance? Is it related to PTSD?
Post-traumatic stress disorder is a well-studied and well-known condition. There are three major domains of symptoms for PTSD — hypervigilance, which can surface as being jumpy or easy to startle; hyperarousal, which can present as difficulty falling asleep or difficulty experiencing a calm state of mind; and emotional detachment or numbness that can alternate with periods of intense emotional reactions.
During the first few days, even the first 90 days of such a traumatic experience, most of us will experience some elements of these symptoms. The important thing to remember is that most individuals recover from these temporary symptoms, heal and move on without developing a fully realized PTSD diagnosis.
Over the next few weeks or months, you should begin to experience an equilibrium in your emotional, mental and physical functioning. Everyone is different, though, and will require different time frames to do so. However, if time progresses and you find things are getting worse instead of better, then please seek professional help as your next step in healing.
Authored by: Zakia Alavi & Kim Ward Sutton
Navigating Context
Posted on: #iteachmsu
Trauma-Informed Response Training for Advisors
Trauma-Informed Response Training for AdvisorsThis session was designed to provide guidance in incorporating trauma-informed responses in advising, strategies to address secondary trauma, and provide a space to discuss advising-specific questions and concerns. Go to webinar and FAQ
Posted by: Erica Venton
Navigating Context
Posted on: #iteachmsu
Round Table to explore Trauma-Informed Student Engagement
Topic Area: Information Session
Presented By: Cheryl Williams-Hecksel
Abstract:
The Trauma Services and Training Network, formed in 2018, is comprised of representatives of academic and service units at MSU that are involved in providing trauma specific services and training. In the Fall of 2019, this focus expanded as a TSTN Faculty Learning Community was formed. The TSTN continues to convene members of the University community who are interested in and committed to creating a trauma informed institution. The work of TSTN has continued and takes on increasing significance as members of the University community negotiate the current pandemic as well as current issues related to racial disparities and discrimination.
The principals that a trauma informed institution embraces are Safety, Trustworthiness, Choice, Collaboration and Empowerment with ongoing attention to issues of Equity and Inclusion. A trauma informed organization promotes these principals as values that support assuring that all people are engaged in a manner that is sensitive to potential adverse and traumatic experiences. This roundtable discussion will engage participants in exploring strategies and challenges related to engagement of students through trauma informed teaching and service delivery.This roundtable provides an important opportunity for the TSTN to engage additional stakeholders in the current and future work of the faculty learning community.
Trauma Informed Teaching – Source List – May 2021
Carello, J., & Butler, L. D. (2015). Practicing what we teach: Trauma-informed educational practice. Journal of Teaching in Social Work, 35(3), 262-278.
Copeland, W. E., Keeler, G., Angold, A., & Costello, E. J. (2007). Traumatic events and posttraumatic stress in childhood. Archives of general psychiatry, 64(5), 577-584.
Davidson, S. (2017). Trauma-informed practices for postsecondary education: A guide. Retrieved October, 12, 2019.
Galatzer-Levy, I. R., Burton, C. L., & Bonanno, G. A. (2012). Coping flexibility, potentially traumatic life events, and resilience: A prospective study of college student adjustment. Journal of Social and Clinical Psychology, 31(6), 542-567.
Griffin, M. J., & Read, J. P. (2012). Prospective effects of method of coercion in sexual victimization across the first college year. Journal of interpersonal violence, 27(12), 2503-2524.
Kilpatrick, D. G., Ruggiero, K. J., Acierno, R., Saunders, B. E., Resnick, H. S., & Best, C. L. (2003). Violence and risk of PTSD, major depression, substance abuse/dependence, and comorbidity: results from the National Survey of Adolescents. Journal of consulting and clinical psychology, 71(4), 692.
Knight, C. (2010). Indirect trauma in the field practicum: Secondary traumatic stress, vicarious trauma, and compassion fatigue among social work students and their field instructors. Journal of Baccalaureate Social Work, 15(1), 31-52.
Michigan State University, Sexual Assault & Relationship Violence Training, Prevention, Outreach and Education Department. https://poe.msu.edu/programs/index.html ,2021.
Minahan, J. (2019). Trauma-informed teaching strategies. Educational Leadership, 77(2), 30-35.
O’Donnell, M. L., Creamer, M., & Pattison, P. (2004). Posttraumatic stress disorder and depression following trauma: understanding comorbidity. American Journal of Psychiatry, 161(8), 1390-1396.
Perkins, S., & Graham-Bermann, S. (2012). Violence exposure and the development of school-related functioning: Mental health, neurocognition, and learning. Aggression and violent behavior, 17(1), 89-98.
Read, J. P., Ouimette, P., White, J., Colder, C., & Farrow, S. (2011). Rates of DSM–IV–TR trauma exposure and posttraumatic stress disorder among newly matriculated college students. Psychological Trauma: Theory, Research, Practice, and Policy, 3(2), 148.
Rodenbush, K. (2015). The effects of trauma on behavior in the classroom [Presentation materials]. Retrieved from Monterey County, Office of Education website: http://www. montereycoe. org/Assets/selpa/Files/Presentation-Materials/The% 20Effects, 20, 299-309
Rytwinski, N. K., Scur, M. D., Feeny, N. C., & Youngstrom, E. A. (2013). The co‐occurrence of major depressive disorder among individuals with posttraumatic stress disorder: A meta‐analysis. Journal of traumatic stress, 26(3), 299-309.
Smyth, J. M., Hockemeyer, J. R., Heron, K. E., Wonderlich, S. A., & Pennebaker, J. W. (2008). Prevalence, type, disclosure, and severity of adverse life events in college students. Journal of American College Health, 57(1), 69-76.
Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014.
University of Buffalo School of Social Work (January 2020) Trauma-Informed Organizational Change Manual. The Institute on Trauma and Trauma-Informed Care, https://socialwork.buffalo.edu/ittic
Presented By: Cheryl Williams-Hecksel
Abstract:
The Trauma Services and Training Network, formed in 2018, is comprised of representatives of academic and service units at MSU that are involved in providing trauma specific services and training. In the Fall of 2019, this focus expanded as a TSTN Faculty Learning Community was formed. The TSTN continues to convene members of the University community who are interested in and committed to creating a trauma informed institution. The work of TSTN has continued and takes on increasing significance as members of the University community negotiate the current pandemic as well as current issues related to racial disparities and discrimination.
The principals that a trauma informed institution embraces are Safety, Trustworthiness, Choice, Collaboration and Empowerment with ongoing attention to issues of Equity and Inclusion. A trauma informed organization promotes these principals as values that support assuring that all people are engaged in a manner that is sensitive to potential adverse and traumatic experiences. This roundtable discussion will engage participants in exploring strategies and challenges related to engagement of students through trauma informed teaching and service delivery.This roundtable provides an important opportunity for the TSTN to engage additional stakeholders in the current and future work of the faculty learning community.
Trauma Informed Teaching – Source List – May 2021
Carello, J., & Butler, L. D. (2015). Practicing what we teach: Trauma-informed educational practice. Journal of Teaching in Social Work, 35(3), 262-278.
Copeland, W. E., Keeler, G., Angold, A., & Costello, E. J. (2007). Traumatic events and posttraumatic stress in childhood. Archives of general psychiatry, 64(5), 577-584.
Davidson, S. (2017). Trauma-informed practices for postsecondary education: A guide. Retrieved October, 12, 2019.
Galatzer-Levy, I. R., Burton, C. L., & Bonanno, G. A. (2012). Coping flexibility, potentially traumatic life events, and resilience: A prospective study of college student adjustment. Journal of Social and Clinical Psychology, 31(6), 542-567.
Griffin, M. J., & Read, J. P. (2012). Prospective effects of method of coercion in sexual victimization across the first college year. Journal of interpersonal violence, 27(12), 2503-2524.
Kilpatrick, D. G., Ruggiero, K. J., Acierno, R., Saunders, B. E., Resnick, H. S., & Best, C. L. (2003). Violence and risk of PTSD, major depression, substance abuse/dependence, and comorbidity: results from the National Survey of Adolescents. Journal of consulting and clinical psychology, 71(4), 692.
Knight, C. (2010). Indirect trauma in the field practicum: Secondary traumatic stress, vicarious trauma, and compassion fatigue among social work students and their field instructors. Journal of Baccalaureate Social Work, 15(1), 31-52.
Michigan State University, Sexual Assault & Relationship Violence Training, Prevention, Outreach and Education Department. https://poe.msu.edu/programs/index.html ,2021.
Minahan, J. (2019). Trauma-informed teaching strategies. Educational Leadership, 77(2), 30-35.
O’Donnell, M. L., Creamer, M., & Pattison, P. (2004). Posttraumatic stress disorder and depression following trauma: understanding comorbidity. American Journal of Psychiatry, 161(8), 1390-1396.
Perkins, S., & Graham-Bermann, S. (2012). Violence exposure and the development of school-related functioning: Mental health, neurocognition, and learning. Aggression and violent behavior, 17(1), 89-98.
Read, J. P., Ouimette, P., White, J., Colder, C., & Farrow, S. (2011). Rates of DSM–IV–TR trauma exposure and posttraumatic stress disorder among newly matriculated college students. Psychological Trauma: Theory, Research, Practice, and Policy, 3(2), 148.
Rodenbush, K. (2015). The effects of trauma on behavior in the classroom [Presentation materials]. Retrieved from Monterey County, Office of Education website: http://www. montereycoe. org/Assets/selpa/Files/Presentation-Materials/The% 20Effects, 20, 299-309
Rytwinski, N. K., Scur, M. D., Feeny, N. C., & Youngstrom, E. A. (2013). The co‐occurrence of major depressive disorder among individuals with posttraumatic stress disorder: A meta‐analysis. Journal of traumatic stress, 26(3), 299-309.
Smyth, J. M., Hockemeyer, J. R., Heron, K. E., Wonderlich, S. A., & Pennebaker, J. W. (2008). Prevalence, type, disclosure, and severity of adverse life events in college students. Journal of American College Health, 57(1), 69-76.
Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014.
University of Buffalo School of Social Work (January 2020) Trauma-Informed Organizational Change Manual. The Institute on Trauma and Trauma-Informed Care, https://socialwork.buffalo.edu/ittic
Authored by: Cheryl Williams-Hecksel
Pedagogical Design
Posted on: #iteachmsu
Resources for Moving Forward after Tragedy and Trauma: an Index
Resources for Moving Forward after Tragedy and Trauma
Adapted from materials curated with love and solidarity by Kaitlin Popielarz, PhD Dr. Popielarz is an MSU alum and you can contact her at: kaitlin.popielarz@utsa.edu
How to Respond in the Classroom
Teaching on the Day After a Crisis
Navigating Discussions Following a School Shooting
When Bad Things are Happening
Showing up strong for yourself—and your students—in the aftermath of violence
A love letter to teachers after yet another school shooting
On Days Like These, Write. Just Write.
Resources for Talking and Teaching About the School Shooting in Florida
PERSPECTIVE: Teaching Through Trauma
Support Students Who Experience Trauma
Online Learning
Trauma Informed Distance Learning: A Conversation with Alex Shevrin Venet
Self-Care for Educators and Students
College Students: Coping After the Recent Shooting
Slowing Down For Ourselves and Our Students
Helping Teachers Manage the Weight of Trauma: Understanding and mitigating the effects of secondary traumatic stress for educators
Coping in the Aftermath of a Shooting
Coping after Mass Violence
Tips for Survivors: Coping With Grief After Community Violence
Tips for Survivors of a Disaster or Other Traumatic Event: Managing Stress
Resources for Parents and/or Focusing on Children
Helping Your Children Manage Distress in the Aftermath of a Shooting
Resiliency After Violence: After Uvalde
Responding to Tragedy: Resources for Educators and Parents
Managing Fear After Mass Violence
When Bad Things Happen: Help kids navigate our sometimes-violent world
Childhood Traumatic Grief: Youth Information
Further Reading: Trauma-Informed Resources
#EnoughisEnough Syllabus: Responding to School Violence in the Classroom
Teaching on Days After: Educating for Equity in the Wake of Injustice
[book/ebook available at MSU Libraries; preview on Google Books]
Restorative Justice Resources for Schools
Restorative Justice: What it is and What it is Not
Transformative Justice, Explained
Transformative Justice: A Brief Description
[External] Mental Health Resources
American Psychological Association
American School Counselor Association
African American Therapist Database
School Crisis Recovery and Renewal
The National Child Traumatic Stress Network
The NCTSN has prepared resources in response to the MSU incident here
GLSEN
Links for Taking Action (Particularly Related to Days After Gun Violence)
March For Our Lives
Everytown
Sandy Hook Promise
Moms Demand Action
Mothers of the Movement
Adapted from materials curated with love and solidarity by Kaitlin Popielarz, PhD Dr. Popielarz is an MSU alum and you can contact her at: kaitlin.popielarz@utsa.edu
How to Respond in the Classroom
Teaching on the Day After a Crisis
Navigating Discussions Following a School Shooting
When Bad Things are Happening
Showing up strong for yourself—and your students—in the aftermath of violence
A love letter to teachers after yet another school shooting
On Days Like These, Write. Just Write.
Resources for Talking and Teaching About the School Shooting in Florida
PERSPECTIVE: Teaching Through Trauma
Support Students Who Experience Trauma
Online Learning
Trauma Informed Distance Learning: A Conversation with Alex Shevrin Venet
Self-Care for Educators and Students
College Students: Coping After the Recent Shooting
Slowing Down For Ourselves and Our Students
Helping Teachers Manage the Weight of Trauma: Understanding and mitigating the effects of secondary traumatic stress for educators
Coping in the Aftermath of a Shooting
Coping after Mass Violence
Tips for Survivors: Coping With Grief After Community Violence
Tips for Survivors of a Disaster or Other Traumatic Event: Managing Stress
Resources for Parents and/or Focusing on Children
Helping Your Children Manage Distress in the Aftermath of a Shooting
Resiliency After Violence: After Uvalde
Responding to Tragedy: Resources for Educators and Parents
Managing Fear After Mass Violence
When Bad Things Happen: Help kids navigate our sometimes-violent world
Childhood Traumatic Grief: Youth Information
Further Reading: Trauma-Informed Resources
#EnoughisEnough Syllabus: Responding to School Violence in the Classroom
Teaching on Days After: Educating for Equity in the Wake of Injustice
[book/ebook available at MSU Libraries; preview on Google Books]
Restorative Justice Resources for Schools
Restorative Justice: What it is and What it is Not
Transformative Justice, Explained
Transformative Justice: A Brief Description
[External] Mental Health Resources
American Psychological Association
American School Counselor Association
African American Therapist Database
School Crisis Recovery and Renewal
The National Child Traumatic Stress Network
The NCTSN has prepared resources in response to the MSU incident here
GLSEN
Links for Taking Action (Particularly Related to Days After Gun Violence)
March For Our Lives
Everytown
Sandy Hook Promise
Moms Demand Action
Mothers of the Movement
Posted by: Makena Neal
Navigating Context
Posted on: #iteachmsu
Trauma Informed Practice: Resources for Best Practices in the Classroom
This resource is meant to put information about trauma informed practices into the hands of faculty and instructors. Please see the digital flyer for more information. The references below were used in the creation of the flyer. Special thank you to Cheryl Williamns-Hecksel, Apryl Pooley and the Mental Health Committee (JED) for support in creating this resource.
References for Trauma Informed Practice Digital Flyer
Cusack SE, et al. (2019). Prevalence and predictors of PTSD among a college sample. J Am Coll Health. Feb-Mar;67(2):123-131. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/29652647/
Read, J. P., Ouimette, P., White, J., Colder, C., & Farrow, S. (2011). Rates of DSM–IV–TR trauma exposure and posttraumatic stress disorder among newly matriculated college students. Psychological Trauma: Theory, Research, Practice, and Policy, 3(2), 148–156. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/25621098/
Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014. https://store.samhsa.gov/sites/default/files/d7/priv/sma14-4884.pdf
https://istss.org/public-resources/trauma-basics/trauma-during-adulthood
Morissette SB, et al. (2021). The effects of posttraumatic stress disorder symptoms on educational functioning in student veterans. Psychol Serv. Feb;18(1):124-133. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/31192672/
Boyraz G et al. (2016). Posttraumatic stress, effort regulation, and academic outcomes among college students: A longitudinal study. J Couns Psychol. Jul;63(4):475-86. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/26214096/
https://educationnorthwest.org/sites/default/files/resources/trauma-informed-practices-postsecondary-508.pdf
Racine N, Killam T, Madigan S. (2020). Trauma-Informed Care as a Universal Precaution: Beyond the Adverse Childhood Experiences Questionnaire. JAMA Pediatr. 174(1):5–6. https://jamanetwork-com.proxy2.cl.msu.edu/journals/jamapediatrics/fullarticle/2754104
References for Trauma Informed Practice Digital Flyer
Cusack SE, et al. (2019). Prevalence and predictors of PTSD among a college sample. J Am Coll Health. Feb-Mar;67(2):123-131. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/29652647/
Read, J. P., Ouimette, P., White, J., Colder, C., & Farrow, S. (2011). Rates of DSM–IV–TR trauma exposure and posttraumatic stress disorder among newly matriculated college students. Psychological Trauma: Theory, Research, Practice, and Policy, 3(2), 148–156. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/25621098/
Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014. https://store.samhsa.gov/sites/default/files/d7/priv/sma14-4884.pdf
https://istss.org/public-resources/trauma-basics/trauma-during-adulthood
Morissette SB, et al. (2021). The effects of posttraumatic stress disorder symptoms on educational functioning in student veterans. Psychol Serv. Feb;18(1):124-133. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/31192672/
Boyraz G et al. (2016). Posttraumatic stress, effort regulation, and academic outcomes among college students: A longitudinal study. J Couns Psychol. Jul;63(4):475-86. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/26214096/
https://educationnorthwest.org/sites/default/files/resources/trauma-informed-practices-postsecondary-508.pdf
Racine N, Killam T, Madigan S. (2020). Trauma-Informed Care as a Universal Precaution: Beyond the Adverse Childhood Experiences Questionnaire. JAMA Pediatr. 174(1):5–6. https://jamanetwork-com.proxy2.cl.msu.edu/journals/jamapediatrics/fullarticle/2754104
Authored by: A collaboration of Trauma Services and Training Network, AAN and the Campus Mental Health Committee (JED)
Navigating Context
Posted on: #iteachmsu
Engaging with news after trauma: Q&A with an expert
As a scholar and a clinician, Dr. Buchanan shared advice on how the MSU community and those who have experienced a traumatic event can stay informed while also protecting their mental health. Dr. NiCole Buchanan is a professor of ecological-community psychology at MSU and the Clinical Director and Founder of Alliance Psychological Associates, PLLC in East Lansing, MI.
https://psychology.msu.edu/news-events/news/media-after-trauma.html
https://psychology.msu.edu/news-events/news/media-after-trauma.html
Posted by: Erica Venton
Navigating Context
Posted on: #iteachmsu
Resources for Parents and Children: Moving Forward after Tragedy and Trauma
This article is a component of the Resources for Teaching After Crisis playlist.
Helping Your Children Manage Distress in the Aftermath of a Shootingresource for parents from the American Psychological Association [article]Series of tips for parents to help children through their distress after a community or school shooting.
Resiliency After Violence: After Uvalderesource from the education research outreach site Usable Knowledge, from the Harvard Graduate School of Education. Expanded from their 2016 article on the same topic [article]This article shares strategies from psychologist Richard Weissbourd for age-appropriate conversations about difficult events involving trauma and community violence. Also focuses on student activism and protests, positive school culture and student inclusion in decision-making, and reducing bullying / creating welcoming school climates.
Responding to Tragedy: Resources for Educators and Parents Edutopia resource compiled by Matt Davis [list of links]This list of resources focuses on addressing children’s trauma and grief.
Managing Fear After Mass Violence New York Times Parenting article by Jessica Grose [article]Suggestions from psychiatrists and pediatricians about how parents can handle increased anxiety and fear connected to school shootings, and how they can support their children to do the same.
When Bad Things Happen: Help kids navigate our sometimes-violent world article by Sean McCollum in Learning for Justice magazine, by Southern Poverty Law Center [magazine feature]Article about children and teens’ experiences of community violence, the danger of toxic stress, psychological first aid frameworks, recovery, and healing (2013).
Childhood Traumatic Grief: Youth Information from the National Child Traumatic Stress Network [factsheet]This factsheet is designed for a youth audience to explain the normal range of feelings, thoughts, and behaviors that make up grief; the characteristics of traumatic grief; and ways to feel better and cope with grief-related traumatic reactions.
Adapted from materials curated with love and solidarity by Kaitlin Popielarz, PhD Dr. Popielarz is an MSU alum and you can contact her at: kaitlin.popielarz@utsa.edu
Helping Your Children Manage Distress in the Aftermath of a Shootingresource for parents from the American Psychological Association [article]Series of tips for parents to help children through their distress after a community or school shooting.
Resiliency After Violence: After Uvalderesource from the education research outreach site Usable Knowledge, from the Harvard Graduate School of Education. Expanded from their 2016 article on the same topic [article]This article shares strategies from psychologist Richard Weissbourd for age-appropriate conversations about difficult events involving trauma and community violence. Also focuses on student activism and protests, positive school culture and student inclusion in decision-making, and reducing bullying / creating welcoming school climates.
Responding to Tragedy: Resources for Educators and Parents Edutopia resource compiled by Matt Davis [list of links]This list of resources focuses on addressing children’s trauma and grief.
Managing Fear After Mass Violence New York Times Parenting article by Jessica Grose [article]Suggestions from psychiatrists and pediatricians about how parents can handle increased anxiety and fear connected to school shootings, and how they can support their children to do the same.
When Bad Things Happen: Help kids navigate our sometimes-violent world article by Sean McCollum in Learning for Justice magazine, by Southern Poverty Law Center [magazine feature]Article about children and teens’ experiences of community violence, the danger of toxic stress, psychological first aid frameworks, recovery, and healing (2013).
Childhood Traumatic Grief: Youth Information from the National Child Traumatic Stress Network [factsheet]This factsheet is designed for a youth audience to explain the normal range of feelings, thoughts, and behaviors that make up grief; the characteristics of traumatic grief; and ways to feel better and cope with grief-related traumatic reactions.
Adapted from materials curated with love and solidarity by Kaitlin Popielarz, PhD Dr. Popielarz is an MSU alum and you can contact her at: kaitlin.popielarz@utsa.edu
Authored by: CTLI
Navigating Context
Posted on: #iteachmsu
Self-Care for Educators and Students: Moving Forward after Tragedy and Trauma
This article is a component of the Resources for Teaching After Crisis playlist.
College Students: Coping After the Recent Shootingfrom the National Child Traumatic Stress Network [factsheet]This resource describes what college students might experience after a shooting. It includes types of reactions, and what they can do for themselves.
Slowing Down For Ourselves and Our Students by Alex Shevrin Venet and Arlène Elizabeth Casimir, Heinemann Blog [blog post]Article emphasizing the need to slow down and interrupt the stress and trauma cycles that impact our health and affect our teaching; the dangers of teaching in “survival mode,” and the importance of slowing down to name and claim our stress experiences to better meet our needs.
Helping Teachers Manage the Weight of Trauma: Understanding and mitigating the effects of secondary traumatic stress for educatorsby Jessica Lander on the education research outreach site Usable Knowledge, from the Harvard Graduate School of Education [article]Describes the conditions for and risks of secondary traumatic stress (STS) for educators who work with students experiencing trauma. STS affects educators’ health, emotions, and work. Includes tips for how institutions can recognize and address STS risks.
Coping in the Aftermath of a Shootingresources from the American Counseling Association [article]This article has tips and resources specifically for those counseling others in the aftermath of violence. Counselors need to support themselves first, in a variety of ways, in order to be available to support others effectively.
Coping after Mass Violencefrom the National Child Traumatic Stress Network [factsheet]This factsheet is designed for a general audience to explain the possible reactions (feelings, thoughts, and behaviors) after experiencing mass violence and ways to cope.
Tips for Survivors: Coping With Grief After Community ViolenceSAMHSA (Substance Abuse and Mental Health Services Administration) [fact sheet]This fact sheet focuses on trauma and grief reactions in the aftermath of community violence, with specific description of grief response in children as well as suggestions for coping. It includes resources for further support (including hotlines).
Tips for Survivors of a Disaster or Other Traumatic Event: Managing StressSAMHSA (Substance Abuse and Mental Health Services Administration) [fact sheet]This fact sheet focuses on how to manage stress after experiencing a traumatic event. It includes resources for further support (including hotlines).
Adapted from materials curated with love and solidarity by Kaitlin Popielarz, PhD Dr. Popielarz is an MSU alum and you can contact her at: kaitlin.popielarz@utsa.edu
College Students: Coping After the Recent Shootingfrom the National Child Traumatic Stress Network [factsheet]This resource describes what college students might experience after a shooting. It includes types of reactions, and what they can do for themselves.
Slowing Down For Ourselves and Our Students by Alex Shevrin Venet and Arlène Elizabeth Casimir, Heinemann Blog [blog post]Article emphasizing the need to slow down and interrupt the stress and trauma cycles that impact our health and affect our teaching; the dangers of teaching in “survival mode,” and the importance of slowing down to name and claim our stress experiences to better meet our needs.
Helping Teachers Manage the Weight of Trauma: Understanding and mitigating the effects of secondary traumatic stress for educatorsby Jessica Lander on the education research outreach site Usable Knowledge, from the Harvard Graduate School of Education [article]Describes the conditions for and risks of secondary traumatic stress (STS) for educators who work with students experiencing trauma. STS affects educators’ health, emotions, and work. Includes tips for how institutions can recognize and address STS risks.
Coping in the Aftermath of a Shootingresources from the American Counseling Association [article]This article has tips and resources specifically for those counseling others in the aftermath of violence. Counselors need to support themselves first, in a variety of ways, in order to be available to support others effectively.
Coping after Mass Violencefrom the National Child Traumatic Stress Network [factsheet]This factsheet is designed for a general audience to explain the possible reactions (feelings, thoughts, and behaviors) after experiencing mass violence and ways to cope.
Tips for Survivors: Coping With Grief After Community ViolenceSAMHSA (Substance Abuse and Mental Health Services Administration) [fact sheet]This fact sheet focuses on trauma and grief reactions in the aftermath of community violence, with specific description of grief response in children as well as suggestions for coping. It includes resources for further support (including hotlines).
Tips for Survivors of a Disaster or Other Traumatic Event: Managing StressSAMHSA (Substance Abuse and Mental Health Services Administration) [fact sheet]This fact sheet focuses on how to manage stress after experiencing a traumatic event. It includes resources for further support (including hotlines).
Adapted from materials curated with love and solidarity by Kaitlin Popielarz, PhD Dr. Popielarz is an MSU alum and you can contact her at: kaitlin.popielarz@utsa.edu
Authored by: CTLI
Navigating Context