دورية أكاديمية
You Are Not Alone: Responding to Student Trauma in Higher Education
| العنوان: | You Are Not Alone: Responding to Student Trauma in Higher Education |
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| اللغة: | English |
| المؤلفون: | Laura Livalska (ORCID |
| المصدر: | About Campus. 2024 29(1):12-19. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Trauma, Higher Education, Teachers, Empathy, Minority Groups, Teacher Role, Mental Health, Trauma Informed Approach |
| DOI: | 10.1177/10864822231223456 |
| تدمد: | 1086-4822 1536-0687 |
| مستخلص: | It would be unjust to claim that trauma response is a shared and equal responsibility of all educators without also acknowledging that the unequal share of emotional labor currently falls to the BIPOC and LGBTQ+ colleagues. The authors recognize and condemn this dynamic and aim to provide all educators with the awareness and tools to respond to student trauma more effectively, equitably, and empathetically. Trauma-response efforts in education can only be successful and sustainable when educators commit to sharing their experiences, fears, learning, and responsibilities around this work. The authors know that all educators share the common goal of supporting students, but also hold different identities and varying levels of experience, training, and comfort in knowing how to respond when students share difficult things with them. They have practiced and witnessed a wide range of responses to student trauma and know that not all responses are equal. The authors aim to better define their roles and identify their skills as higher education professionals in responding to student trauma. This work is necessary, ongoing, and worthy of reflection and continued learning both as individuals and as a field. The authors hold no illusions about the challenging nature of this work, but can approach it more confidently, capably, and equitably by asking colleagues about their own learnings and experiences and giving themselves grace in practicing these skills. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1417074 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 1086-4822 1536-0687 |
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| DOI: | 10.1177/10864822231223456 |