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Trauma Informed Educational Practice

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Bernat, J.A., Ronfeldt, H.M., Calhoun, K.S., & Arias, I. (1998). Prevalence of traumatic events and peritraumatic predictors of posttraumatic stress symptoms in a nonclinical sample of college students. Journal of Traumatic Stress, 11, 645-664.

Dickson, M. (2016, September 7). Stress, Trauma and Resilience – are they connected? Australian Childhood Foundation Professional Community. https://professionals.childhood.org.au/prosody/2016/09/stress-trauma-and-resilience/.

Frazier, P., Anders, S., Perera, S., Tomich, P., Tennen, H., Park, C., & Tashiro, T. (2009). Traumatic events among undergraduate students: Prevalence and associated symptoms. Journal of Counseling Psychology, 56(3), 450-460.

Khiron Clinics. (2022, April 1). Stress, Trauma and the Link Between them. https://khironclinics.com/blog/stress-trauma-and-the-link-between-them/

Mintz, S. (3023, September 25). Trauma and the college classroom: Teaching with a trauma-informed lens. Insider Higher Ed. https://www.insidehighered.com/opinion/blogs/higher-ed-gamma/2023/09/25/trauma-and-college-classroom

What is Trauma Informed Educational Practice?

Black, T. G. (2008). Teaching trauma without traumatizing: A pilot study of a graduate counseling psychology cohort. Traumatology14(3), 40–50. 

Bloom, S. L. (2010). Organizational stress as a barrier to trauma-informed service delivery. In M. Becker & B. A. Levin (Eds.), A public health perspective of women’ s mental health (pp. 295–311). Springer. 

Cares, A.C., Franklin, C.A., Fisher, B.A., and Bostaph, L.G. (2019). They were there for people who needed them: student attitudes toward the use of trigger warnings in victimology classroomsJournal of Criminal Justice Education. 30(1), 22- 45. 

Carello, J. and Butler, L.D. (2015). Practicing what we teach: trauma-informed educational practiceJournal of Teaching in Social Work, 35(3), 262-278. 

Crisis Prevention Institution (n.d.). Trauma-informed approach in school. Crisis Prevention Institute. 

Danese, A. and McEwen, B.S. (2012). Adverse childhood experiences, allostasis, allostatic load, and age-related disease. Physiology & Behavior, 106, 29-39.

Guarino, K., & Chagnon, E. (2018). Trauma-sensitive schools training package. National Center on Safe Supportive Learning Environments

Henshaw, L.A. (2002). Building trauma-informed approaches in higher educationBehavioral Sciences. 12(10), 368. 

Johnson, R. (2018). Trauma and learning: Impacts and strategies for adult classroom successMinneTESOL Journal.34(2), n.p.

Mayer, K., Rothacker-Peyton, S., & Wilson-Anderson, K. (2023). Trauma-informed educational practices within the undergraduate nursing classroom: A pilot studyTrauma Care. 3(3), 114-125. 

Menschner, C. and Maul, A. (2016). Key ingredients for successful trauma-informed care implementation. Center for Health Care Strategies.

Osher, D., Guarino, K., Jones, W., & Schanfield, M. (2021). Trauma-sensitive schools and social and emotional learning: An integration [Issue Brief]. Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.

Perry, B.D., (2006). Fear and learning: Trauma-related factors in the adult education processNew Directions in Adult Continuing Education, 2006(110), 21-27.

Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. Substance Abuse and Mental Health Services Administration.

Trauma Informed Oregon. (n.d.). Key terms relating to realizing the widespread impact of trauma.

Trauma Informed Oregon. (n.d.). Roadmap to trauma informed care.

Venet, A. S. (2021). Equity-centered trauma-informed education. W.W. Norton & Company.

Venet, A.S. [CriticalSkills1]. (2021, May 20). Equity-centered trauma-informed education: A book talk with Alex Shevrin Venet [Video]. YouTube. 

Yang, L., Cannon, L. M., Coolidge, E. M., Darling-Fisher, C., Pardee, M., and Kuzma, E. K. (2019). Current state of trauma-informed education in the health sciences: lessons for nursing. Journal of Nursing Education, 58(2), 93-101.

"The Four R's" (Realize / Recognize / Respond / Resist)

Giocomucci, S. [Phoenix Trauma Center & Scott Giacomucci]. (2021, October 17). Trauma-informed Care: The four 'R's [Video]. YouTube. 

Guarino, K., Soares, P., Kommath, K. & Bassuk, E. (2009). Trauma-informed organizational toolkit. Center for Mental Health Services, Substance Abuse and Mental Health Services. 

Masselli, B. and Bergan, J. (n.d.). A guide for understanding youth trauma. National Technical Assistance Center for Children’s Mental Health: Georgetown University Center for Child and Human Development.

Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. Substance Abuse and Mental Health Services Administration. 

Trauma Informed Oregon, (n.d.). Standards of practice for trauma informed care: Definitions and additional resources.

Trauma Informed Oregon, (n.d.). Standards of practice for trauma informed care in educational settings.

Collaboration and Mutuality

Abelson, M. & Nelson, T. (2015, February 4). Collaborative course planning in the learning-centered classroom. Paper presented at Conference on Higher Education Pedagogy.

Beauchamp, M.R., Liu, Y., Morton, K.L., Martin, L.J., Wilson, A.H., Wilson, A.J., Sylvester, B. D., Zumbo, B.D. & Barling, J. (2014). Transformational teaching and adolescent physical activity: Multilevel and mediational effectsInternational Society of Behavioral Medicine, 21(3), 537-546. 

Davis, M. (2021, March 3). Valuing of relationships is key to collaboration & mutuality. Trauma Informed Oregon.

Elon University Center for Engaged Learning. (n.d.). Students as partners. Center for Engaged Learning.

Erikson, E. (1950). Childhood and society. Norton.

Friend, M. & Cook, L. (1992). Interactions: collaboration skills for school professionals. Longman. 

Harvard University (n.d.). Instructional moves: Step 5. celebrating and building on student strengths. Harvard Graduate School of Education. 

Hoaglund, A.E., Birkenfeld, K. & Box, J.A. (2014). Professional learning communities: creating a foundation for collaboration skills in pre-service teachersEducation, 134(4), 521-528.

Huang, L. N., Flatow, R., Biggs, T., Afayee, S., Smith, K., Clark, T., & Blake, M. (2014, October). SAMHSA's concept of trauma and guidance for a trauma-informed approach.

Idol, L. Nevin, A.I. & Paolucci-Whitcomb, P. (1995). The collaborative consultation modelJournal of educational and psychological consultation, 6(4), 347-361.

Jordan, A., McGhie-Richmond, D., Forlin, C. & Loreman, T. (2014). Identifying effective teaching practices in inclusive classrooms. In C. Forlin & T. Loreman (Eds.) Measuring inclusive education (pp. 133-162). Emerald.

Krasnoff, B. (2015). Leadership qualities of effective principals. Northwest Comprehension Center at Education Northwest.

Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006, July). What matters to student success: A review of the literature. Commissioned report for the National Symposium on Postsecondary Student Success: Spearheading a dialog on student success. Retrieved on 8/15/2023. 

Leonard, B. (2018, December). Student-centered collaborative classrooms and critical thinking skills. [Dissertation, Northwestern College].

Lucero-Carrillo, L. J. (2017). The influence of teacher-student collaboration on student achievement in a traditional classroom: A case study. (Publication No. 10742681) [Doctoral dissertation, Grand Canyon University]. ProQuest Dissertations & Theses Global.

Mattessich, P. W., & Monsey, B. R. (1992). Collaboration: what makes it work. A review of research literature on factors influencing successful collaboration. Amherst H. Wilder Foundation.

Mofield, E. L. (2020). Benefits and barriers to collaboration and co-teaching: Examining perspectives of gifted education teachers and general education teachers. Gifted Child Today, 43(1), 20-33. 

Morgan, D.L., (2014). Pragmatism as a paradigm for social research. Qualitative Inquiry, 20(8), 1045-1053.

Murray, J. W. (2016). Peace talks: A “dialogical ethics” model of faculty–student collaboration in the undergraduate classroom. Cogent Education, 3(1), 1163764.

Overseas Schools Advisory Council. (2004). Count me in - Developing inclusive international schools. Department of State.

Piaget, J. (1954). The construction of reality in the child. Basic Books.

Pitcher, S.M., Martinez, G., Dicembre, E.A., Fewster, D. & McCormick, M.K. (2010). The literacy needs of adolescents in their own wordsJournal of Adolescent and Adult Literacy , 53(8), 636-645.

Reyes, C.R., Brackett, M.A., Rivers, S.E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievementJournal of Educational Psychology, 104(3), 700-712.

Schwartz, K. (2016, May 23). How a strengths-based approach to math redefines who is 'smart'. KQED. 

Smith, B. L., & MacGregor, J. T. (1992). What is collaborative learning. Washington Center for Improving the Quality of Undergraduate Education.

Villa, R.A., Thousand, J.S. & Nevin, A.I. (2010). Collaborating with students in instruction and decision making: The untapped resource. Corwin.

Vygotsky, L.S. (1978). Mind in society: The development of higher mental processes. Harvard University Press.

Wiig, E.H., Freedman, E. & Secord, W.A. (1992). Developing words and concepts in the classroom: A holistic — thematic approach: Classroom approaches and procedures for developing words and concepts across the junior high school and high school curriculum. Intervention in School and Clinic, 27(5), 278-285.

Cultural, Gender, and Historical Issues: Equity

Broom, C. (2015). Empowering students: Pedagogy that benefits educators and learners. Citizenship, Social and Economics Education, 14(2), 79-86.

California Department of Education (2022). Asset Based Pedagogies. California Department of Education. 

Frymier, A. B., Shulman, G. M., & Houser, M. (1996). The development of a learner empowerment measure. Communication Education, 45(3), 181-199. 

Gonser, S. (2021). Addressing race and racism head-on in the classroom. Edutopia. 

Imad, M. (2022). Our brains, emotions, and learning: Eight principles of trauma-informed teaching. In P. Thompson & J. Carello (Eds.),Trauma-informed pedagogies: A guide for responding to crisis and inequality in higher education (pp. 35-47). Springer International Publishing.

Lo, L. (2022). 6 Ways to make teaching more culturally responsive. Edutopia. 

Loizou, E., & Charalambous, N. (2017). Empowerment pedagogy. Journal of Research in Childhood Education, 31(3), 440-452.

Medina, P. [TEDx Talks]. Lets stop talking about diversity and start working towards equity [Video]. YouTube. 

Thompson, P., & Marsh, H. (2022). Centering equity: Trauma-informed principles and feminist practice. In P. Thompson & J. Carello (Eds.), Trauma-informed pedagogies: A guide for responding to crisis and inequality in higher education (pp. 15-33). Springer International Publishing.

Turner Consulting Group (n.d.). Inclusive classroom self-assessment for educators. Turner Consulting Group. 

United Nations. Division for Social Policy. (2006). Social justice in an open world: The role of the United Nations. United Nations Publications. 

Venet, A. S. (2021). Equity-centered trauma-informed education. W.W. Norton & Company.

Empowerment, Voice, and Choice

Armstrong, T. (2017). 9 ways to incorporate student choice and voice in the classroom. American Institute for Learning and Human Development.

Broom, C. (2015). Empowering students: Pedagogy that benefits educators and learners. Citizenship, Social and Economics Education, 14(2), 79-86.

Frymier, A. B., Shulman, G. M., & Houser, M. (1996). The development of a learner empowerment measure. Communication Education, 45(3), 181-199.

GreatSchools. (2021, September 16). The power of giving students voice and choice [Video]. YouTube. 

Imad, M. (2022). Our brains, emotions, and learning: Eight principles of trauma-informed teaching. In P. Thompson & J. Carello (Eds.), Trauma-informed pedagogies: A guide for responding to crisis and inequality in higher education (pp. 35-47). Springer International Publishing.

Loizou, E., & Charalambous, N. (2017). Empowerment pedagogy. Journal of Research in Childhood Education, 31(3), 440-452.

Miller, A. (2016). Voice and choice: It's more than just "what." Edutopia.

MindMattersAustralia. (2014, November 24). Empowering students [Video]. YouTube. 

Peterson, M.A. (2014). Empowerment theory: Clarifying the nature of higher-order multidimensional constructs. American Journal of Community Psychology, 53, 96-108.

Rappaport, J. (2014).Terms of empowerment/exemplars of prevention: Toward a theory for community psychology. American Journal of Community Psychology, 15(2), 121-148.

Svitak, A. (2012). 5 Ways to empower students. Edutopia.

Peer Support

Arco-Tirado, J. L., Fernandez-Martin, F. D., & Hervas-Torres, M. (2020). Evidence-based peer-tutoring program to improve students’ performance at the university. Studies in Higher Education, 45(11), 2190-2202.

Behizadeh, N. (2014). Enacting problem-posing education through project-based learning. English Journal, 104(2), 99-104.

Brame, C.J. & Biel, R. (2015). Setting up and facilitating group work: Using cooperative learning groups effectively. Vanderbilt University Center for Teaching. Retrieved Aug. 18, 2023. 

Brock, M. E., Biggs, E. E., Carter, E. W., Catey G., & Raley K. (2015). Implementation and generalization of peer support arrangements for students with significant disabilities in inclusive classrooms. The Journal of Special Education, 49(4), 221-232.

Brock, M. E., & Carter, E. W. (2015). Efficacy of teachers training paraprofessionals to implement peer support arrangements. Exceptional Children, 82(3), 354-371.

Brock, M. E., & Huber, H. B. (2017). Are peer support arrangements an evidence-based practice? A systematic review. The Journal of Special Education, 51(3), 150-163.

Carter, E. W., Moss, C. K., Asmus, J., Fesperman, E., Cooney, M., Brock, M. E., ... Vincent, L. B. (2015). Promoting inclusion, social connections, and learning through peer support arrangements. Teaching Exceptional Children, 48(1), 9-18.

Carter, E. W., Moss, C. K., Hoffman, A., Chung, Y. C., & Sisco, L. (2011). Efficacy and social validity of peer support arrangements for adolescents with disabilities. Exceptional Children, 78, 107-125.

Carter, E. W., Sisco, L. G., Melekoglu, M. A., & Kurkowski, C. (2007). Peer supports as an alternative to individually assigned paraprofessionals in inclusive high school classrooms. Research and Practice for Persons with Severe Disabilities, 32, 213-227.

Cushing, L. S., & Kennedy, C. H. (1997). Academic effects of providing peer support in general education classrooms on students without disabilities. Journal of Applied Behavior Analysis, 30, 139-151.

Hales, T. (2019). The Trauma-Informed Climate Scale-10 (TICS-10): A reduced measure of staff perceptions of the service environment. University of Buffalo, School of Social Work.

Hristić, A. (2020). Peer support and mutual self-help as healing antidote. Trauma Informed Oregon.

Huang, S., Eslami, Z., & Hu, R. J. S. (2010). The relationship between teacher and peer support and English-language learners' anxiety. English Language Teaching, 3(1), 32-40.

Humble, A. M., & Sharp, E. T. (2012). Shared journaling as peer support in teaching qualitative research methods. The Qualitative Report, 17(48), 1-19. 

Jimenez, B. A., Browder, D. M., Spooner, F., & Dibiase, W. (2012). Inclusive inquiry science using peer-mediated embedded instruction for students with moderate intellectual disability. Exceptional Children, 78, 301-317.

Jones, E. (2023). Peer support buddy system to reduce nurse burnout benchmark study [Master’s thesis]. University of Texas at Tyler.

Kaufman, S. (2017). Hearing our voices: Peer support and mental illness. TEDxBrownU.

Maheady, L., & Gard, J. (2010). Classwide peer tutoring: Practice, theory, research, and personal narrative. Intervention in School and Clinic, 46(2), 71-78.

Maheady, L., Harper, G. F., Mallette, B., & Karnes, M. (2004). Preparing preservice teachers to implement class wide peer tutoring. Teacher Education and Special Education, 27(4), 408-418.

Mead, S. (2003, March). Defining peer support. Mental Health Empowerment Project.

Mead, S., & MacNeil, C. (2006). Peer support: What makes it unique. International Journal of Psychosocial Rehabilitation, 10(2), 29-37.

Moir, F., Henning, M., Hassed, C., Moyes, S. A., & Elley, C. R. (2016). A peer-support and mindfulness program to improve the mental health of medical students. Teaching and Learning in Medicine, 28(3), 293-302.

Palmer, P. (2004). A hidden wholeness: The journey toward an undivided life: Welcoming the soul and weaving community in a wounded world. Jossey-Bass.

Shor, I., & Freire, P. (1987). What is the “dialogical method” of teaching?Journal of Education, 169(3), 11-31.

Solomon, P. (2004). Peer support/peer-provided services: Underlying processes, benefits, and critical ingredients. Psychiatric Rehabilitation Journal, 27(4), 392-401.

Substance Abuse and Mental Health Services Administration. (2022). Peer support workers for those in recovery

Substance Abuse and Mental Health Services Administration Trauma and Justice Strategic Initiative (2014). SAMHSA’s Concept of trauma and guidance for a trauma-informed approach

Sweeney, A., Filson, B., Kennedy, A., Collinson, L., & Gillard, S. (2018). A paradigm shift: Relationships in trauma-informed mental health services. BJPsych Advances, 24(5), 319-333.

Travers, H. E., & Carter, E. W. (2022). A systematic review of how peer-mediated interventions impact students without disabilities. Remedial and Special Education, 43(1), 40-57.

Wilken, J. P. (2013, March). Peer support. The CARe Network.

Psychological Safety

Bynum, W. E. (Director). (2019). The shame conversation [Video]. The Shame Space.  

Bynum, W. E., Uijtdehaage, S., Artino Jr, A. R., & Fox, J. W. (2020). The psychology of shame: A resilience seminar for medical studentsMedEdPORTAL16, 11052.

Case Western Reserve University. (n.d.). College and university classroom environment inventory.

Charteris, J., Anderson, J., & Page, A. (2021). Psychological safety in innovative learning environments: Planning for inclusive spacesInternational Journal of Inclusive Education, 1-17.

Edmondson, A. (1999). Psychological safety and learning behavior in work teamsAdministrative Science Quarterly44(2), 350-383.

Education Support. (n.d.) Practical tool 1: Psychological safety: How to guide.

Education Support. (n.d.). Practical tool 2: 5-minute psychological safety audit.

Fraser, B. J., & Treagust, D. F. (1986). Validity and use of an instrument for assessing classroom psychosocial environment in higher educationHigher Education, 15)1-2), 37-57.

Hirsch, W. (2017, October 9). Five questions about psychological safety, answeredScience for Work

Mendez, A., Bosk, E. A., Keller, A., Williams-Butler, A., Hardan, T., Ruisard, D. J., & MacKenzie, M. J. (2023). Expanding the trauma-informed care measurement toolkit: An evaluation of the attitudes related to trauma-informed care (ARTIC-45) scale with SUD workers in PIMH. Behavioral Sciences, 13(6), 471.

Mukerjee, R., Wesp., L., & Singer, R. (2021). Cultural safety framework for LGBTQIA+ communities. In R. Mukerjee, L. Wesp, R. Singer, & D. Menkin, (Eds), Clinician's guide to LGBTQIA+ care: Cultural safety and social justice in primary, sexual, and reproductive healthcare (pp. 3-20). Springer Publishing.

Tucker, C. (2021, November 5). Is your classroom a psychologically safe space? Transform Your Classroom with Blended Learning.

Vega, D. M., Lavigne, K. N., & Abou-Elias, J. L. (2020). Inclusion in the classroom: Contextual antecedents and actionable recommendationsIndustrial and Organizational Psychology13(4), 524-527.

Trustworthiness and Transparency

Addy, T. M., Mitchell, K. A., & Dube, D. (2021). A tool to advance inclusive teaching efforts: The “Who’s in Class?” Form. Journal of Microbiology & Biology Education, 22(3), n.p.

Archer-Kuhn, B., & MacKinnon, S. (2020). Inquiry-based learning in higher education: A pedagogy of trustJournal of Education and Training Studies8(9), 1.

Bray, S., Gunsalus, C.K., Luckman, E.A., Burbules, N.C., & Easter, R.A. (2019). Fostering trust in academic departmentsInside Higher Education. 

Burns, A. (2022, January 6). Building trust with students even before class starts: How to create psychological safety in your classroom. Harvard Business Publishing Education. 

Hirsch, W. (2017, October 9). Five questions about psychological safety, answered. Science for Work.

Marquart, M., & Báez, J. C. (2021). Recommitting to trauma-informed teaching principles to support student learning: An example of a transformation in response to the coronavirus pandemicJournal of Transformative Learning8(1).

Parrish, C. W., Guffey, S. K., & Williams, D. S. (2023). The impact of team-based learning on students’ perceptions of classroom community. Active Learning in Higher Education, 24(2), 169-183.

Poort, I., Jansen, E., & Hofman, A. (2022). Does the group matter? Effects of trust, cultural diversity, and group formation on engagement in group work in higher education. Higher Education Research & Development, 41(2), 511-526.

Rovai, A. P. (2002). Development of an instrument to measure classroom community. The Internet and Higher Education, 5(3), 197-211.

Stanford Graduate School of Education: IT Teaching Resources. (n.d.). Informal trust-building in an online environment: A GSE-inspired collection of practices for positive relationships in the digital classroom.

THNK School of Creative Leadership. (2020, December 4). The trust equation by David Maister explained: How to build trust [Video]. YouTube.

Vecellio, S. (2021, October 8). The appreciative close: A strategy for creating a classroom community. Faculty Focus.

Institutional Supports for Success

Armstrong, T. (2017). 9 Ways to incorporate student choice and student voice in the classroom. American Institute for Learning and Human Development.

Baugh, J. J., Takayesu, J. K., White, B. A., & Raja, A. S. (2020). Beyond the Maslach Burnout Inventory: Addressing emergency medicine burnout with maslach’s full theory. Journal of the American College of Emergency Physicians Open, 1(5), 1044–1049. https://doi.org/10.1002/emp2.12101

Expanding the trauma-informed care measurement toolkit: An evaluation of the attitudes related to trauma-informed care (ARTIC-45) scale with SUD workers in PIMH. Behavioral Sciences, 13(6), 471-. 

Fink-Samnick, E. (2022). Collective occupational trauma, health care quality, and trauma-informed leadership: Intersections and implications. Professional Case Management, 27(3), 107–123. 

Fink-Samnick, E. (2021). Trauma-informed leadership: The antidote for collective occupational trauma. PACEsConnection. https://www.pacesconnection.com/blog/trauma-informed-leadership-the-anecdote-for-collective-occupational-trauma

Henshaw, L. A. (2022). Building trauma-informed approaches in higher education. Behavioral Sciences, 12(10), 368-. 

Hoaglund, A.E., Birkenfeld, K., & Box, J.A. (2014).  Professional learning communities: Creating a foundation for collaboration skills in pre-service teachers.  Education 134(4), 521-528. 

Knight, C., & Borders, L. D. (2018). Trauma-informed supervision: Core components and unique dynamics in varied practice contexts. Clinical Supervisor37(1), 1–6. https://doi.org/10.1080/07325223.2018.1440680

Krantz,Andrew J., I.,II. (2023). Trauma-Informed Behavioral Health Leadership and Employee Engagement at a Child Advocacy Center. Walden University. https://login.uportland.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/trauma-informed-behavioral-health-leadership/docview/2852183645/se-2

Maheady, L., Harper, G. F., Mallette, B., & Karnes, M. (2004). Preparing preservice teachers to implement class wide peer tutoring. Teacher Education and Special Education, 27(4), 408–418. 

Mead, S. (2003). Defining peer support. Mental Health Empowerment Project.

Mofield, E. L. (2020). Benefits and barriers to collaboration and co-teaching: Examining perspectives of gifted education teachers and general education teachers. Gifted Child Today Magazine, 43(1), 20–33. 

Murray, J. W. (2016). Peace talks: A “dialogical ethics” model of faculty-student collaboration in the undergraduate classroom. Cogent Education, 3(1), 1163764-. 

National Council for Behavioral Health (n.d.). The National Council’s Framework for trauma-informed, resilience. National Council For Behavioral Health. https://neusha.org/wp-content/uploads/2022/03/Trauma-informed-resilience-oriented-change.pdf

Oral, R., Coohey, C., Zarei, K., Conrad, A., Nielsen, A., Wibbenmeyer, L., Segal, R., Wojciak, A. S., Jennissen, C., & Peek-Asa, C. (2020). Nationwide efforts for trauma-informed care implementation and workforce development in healthcare and related fields: a systematic review. The Turkish Journal of Pediatrics. https://turkishjournalpediatrics.org/uploads/pdf_TJP_2230.pdf

Peterson, N. A. (2014). Empowerment Theory: Clarifying the nature of higher-order multidimensional constructs. American Journal of Community Psychology, 53(1–2), 96–108. 

Purtle, J. (2020). Systematic Review of Evaluations of Trauma-Informed Organizational Interventions That Include Staff Trainings. Trauma, Violence, & Abuse, Sage Journals. 21(4), 725-740. https://doi.org/10.1177/1524838018791304

Pitcher, S. M., Martinez, G., Dicembre, E. A., Fewster, D., & McCormick, M. K. (2010). The literacy needs of adolescents in their own words. Journal of Adolescent & Adult Literacy, 53(8), 636–645. 

Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700–712. 

Sarah Bray , C. K. G. (2019). Fostering trust in academic departments. Insider Higher EdPeer support and mutual self-help as healing antidote. (2020). Trauma Informed Oregon.

University of Washington: Center for child and family well-being. (n.d). Bring be real to your campus. https://ccfwb.uw.edu/bring-be-real-to-your-campus/

Venet, A. S. (2021). Equity-centered trauma-informed education (First edition.). W.W. Norton & Company.

Effects of Trauma-Informed Positive Education on Student Well-being

Avery, J. C., Morris, H., Galvin, E., Misso, M., Savaglio, M., & Skouteris, H. (2021). Systematic review of school-wide trauma-informed approaches. Journal of Child & Adolescent Trauma, 14(3), 381-397.

Brunzell, T., Stokes, H., & Waters, L. (2016). Trauma-informed positive education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 20(1), 63-83. https://link.springer.com/article/10.1007/s40688-015-0070-x/figures/2

Brunzell, T., Stokes, H., & Waters, L. (2019). Shifting teacher practice in trauma-affected classrooms: Practice pedagogy strategies within a trauma-informed positive education model. School Mental Health, 11(3), 600-614.

Housel, D. A. (2023). A trauma-informed inquiry of COVID-19’s initial impact on students in adult education programs in the United States. The Journal of Continuing Higher Education, 71(2), 119-133. https://doi.org/10.1080/07377363.2021.1992077

Kuhl, M., & Boyraz, G. (2017). Mindfulness, general trust, and social support among trauma-exposed college students. Journal of Loss and Trauma, 22(2), 150-162.

Li, L., Gow, A. D. I., & Zhou, J. (2020). The role of positive emotions in education: A neuroscience perspective. Mind, Brain, and Education, 14(3), 220-234. https://doi.org/10.1111/mbe.12244

MacLochlainn, J., Kirby, K., McFadden, P., & Mallett, J. (2022). An evaluation of whole-school trauma-informed training intervention among post-primary school personnel: A mixed methods study. Journal of Child & Adolescent Trauma, 15(3), 925-941.

Oades, L. G., Baker, L. M., Francis, J. J., & Taylor, J. A. (2021). Wellbeing literacy and positive education. In M. L. Kern & M. L. Wehmeyer (Eds.), The Palgrave handbook of positive education (pp. 325-34). Springer International Publishing. https://doi.org/10.1007/978-3-030-64537-3

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