Overview
- Offers a pedagogical guide for college educators across disciplines and population groups in higher education
- Presents evidence-based strategies for employing trauma-informed approaches during crisis
- Written accessibly to invite a deep dive into practice and methodology
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Table of contents (15 chapters)
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Front Matter
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Theoretical Ways of Knowing
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Front Matter
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Scientific Ways of Knowing
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Front Matter
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Experiential Ways of Knowing
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Front Matter
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Collaborative Ways of Knowing
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Keywords
About this book
This collection presents strategies for trauma-informed teaching and learning in higher education during crisis. While studies abound on trauma-informed approaches for mental health service providers, law enforcement, nurses, and K-12 educators, strategies geared to college faculty, staff, and administrators are not readily available and are now in high demand. This book joins a conversation in place about what COVID has taught us and how we are using what we have learned to construct a new discourse around teaching and learning during crisis.
Reviews
“This book is a gift to higher education. The authors acknowledge the agonizing pain of trauma, especially for those who are on the margins, but center healing and resilience through community, creativity, flexibility, and kindness. Each chapter is rich with practical examples that showcase and celebrate the different ways of knowing. Throughout, we are invited to reflect, to grieve, to celebrate, and above all, to grow.”
—Mays Imad, Ph.D.,Professor, Pathophysiology and Biomedical Ethics, Founding Coordinator, Teaching and Learning Center, Pima Community College, USA
“Global pandemics don’t have silver linings, but they do provide materials for grinding new lenses of perception. In this curated collection of essays, the editors lend us a view of higher education through both a trauma lens sharpened by the COVID-19 pandemic and a pandemic lens sharpened by recognizing diverse trauma histories. There is something here to inform practitioners of every academic discipline.”
—Wallace E. Dixon, Jr., Ph.D., Chair and Professor, Psychology, Founding Director, ETSU/Ballad Health Strong BRAIN Institute, East Tennessee State University, USA
“Lessons from the Pandemic represents an urgent invitation for all stakeholders in higher education to consider vulnerability, disruption, and loss in our communities, and just as importantly testifies to diverse and resilient interventions. Particularly valuable as colleges and universities transition post-pandemic, this deeply thoughtful collection envisions this moment as opportunity: out of crisis, to discern and build upon what we have learned about individuals, communities, and practices, and as Carello and Thompson affirm, “reimagine ourselves as educators.”
—Jeanie Tietjen, PhD, Professor, English, Founding Director, Institute for Trauma, Adversity, and Resilience in Higher Education, Massachusetts Bay Community College, USA
Editors and Affiliations
About the editors
Janice Carello is MSW Program Director and Assistant Professor in the Department of Social Work at Edinboro University, USA.
Phyllis Thompson is Director of Women’s, Gender, and Sexuality Studies and Associate Professor of Literature at East Tennessee State University, USA.
Bibliographic Information
Book Title: Lessons from the Pandemic
Book Subtitle: Trauma-Informed Approaches to College, Crisis, Change
Editors: Janice Carello, Phyllis Thompson
DOI: https://doi.org/10.1007/978-3-030-83849-2
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG, part of Springer Nature 2021
Hardcover ISBN: 978-3-030-83848-5Published: 04 November 2021
eBook ISBN: 978-3-030-83849-2Published: 03 November 2021
Edition Number: 1
Number of Pages: XXII, 161
Topics: Higher Education, Pedagogic Psychology, Education, general, Clinical Psychology, Educational Philosophy, Ethics and Values in Social Work