Trauma-Informed Higher Education: Fostering Systemic Change Across Disciplines showcases how higher education, infused with trauma-informed practices, has the potential to foster social justice and contribute to social change by integrating a nuanced understanding of trauma into curriculum, pedagogy, research, and organisational structures in higher education.
The contextualisation of trauma-informed practices within Australian higher education settings is a distinctive aspect of this exploration. Each chapter explores the cultural, social, and institutional dynamics unique to the Australian context, offering insights that are tailored to the specific needs and challenges within this educational landscape, yet at the same time offers valuable insights to the international community. Ultimately, this book is a beacon for those committed to cultivating educational and organisational practices that honour the lived experiences of students and staff.
Trauma-Informed Higher Education: Fostering Systemic Change Across Disciplines provides a practical roadmap for implementation of specific trauma-informed practices in higher education across diverse disciplines, appealing to academics from various fields looking to integrate research findings into their teaching methodologies and curriculum development. Higher education staff with a commitment to social justice and equity in education will find this book particularly appealing as it explores how trauma-informed practices can contribute to dismantling systemic inequalities and effect societal change.
Chapters showcase how higher education, infused with trauma-informed practices, has potential to foster social justice and contribute to social change by integrating a nuanced understanding of trauma into curriculum, pedagogy, research, and organisational structures.
Foreword; Carmel Hobbs
Introduction to volume: Trauma-Informed Higher Education: Fostering Systemic
Change across Disciplines; Lyra LEstrange
Section
1. Institutional Perspectives
Chapter
1. First Nations Perspectives on Trauma-Informed Practice in Higher
Education; Nicole Simone, Francis Bobongie-Harris, Shanelle Fiaalii, and Tony
Dreise
Chapter
2. Unified Resolve, Dissociated Parts: Academic and Professional
Perspectives of Trauma-Informed Practice at a Regional Australian University;
Kate Cantrell, India Bryce, Jessica Gildersleeve, and Janice Carello
Chapter
3. Microaggressions, Trauma, and Trauma-Informed Education in Higher
Education; Rachel Leslie and Glenys Oberg
Chapter
4. Toward a Trauma-Informed Community of Tertiary Educators through
Professional Development; Lauren Woodlands and Freya Wright-Brough
Section
2. Research-Informed Practice
Chapter
5. Designing Trauma-Informed Online Learning: A Framework for Higher
Education; Angela Carden, Mimi Tsai, and Meegan Brown
Chapter
6. Fostering Supportive Higher Education through Trauma-Informed
Curriculum and Pedagogy; Rebecca Spooner-Lane, Lyra LEstrange, Judith
Howard, Meegan Brown, Nerida Spina, Jodi Death, and Jordie Bowyer
Chapter
7. Working with "Offenders": Developing Empathy and Trauma Awareness
in University Students; Victoria Nagy and Katherine Ibbott
Chapter
8. Using the Trauma-Informed Matrix as a Mapping Tool: A Case Study
in Law; Kelley Burton, Susan Rayment-McHugh, and Alexandra Sharp
Section
3. Conceptual and Theoretical Models
Chapter
9. Trauma-Informed Postgraduate Research and Supervision: Starting
Points for Research and Practice; Katrina McChesney OPEN ACCESS
Chapter
10. Integrating Trauma-Informed Practice into Initial Teacher
Education: Challenges and Recommendations; Glenys Oberg
Chapter
11. Conceptualising and Implementing Trauma-Informed Practice in
Higher Education; Elspeth Stephenson and Robyn McCarthy
Chapter
12. Trauma-Informed Health Professional Education (TI-HPE): A
Conceptual Model; Catherine N Olweny
Chapter
13. Psychology and Counselling Undergraduate and Graduate Students
Traversing the Divide Between Personal and Professional Worlds; Emma-Lee
Steindl and Joshua Wang
Chapter
14. Developing National Guidelines for Trauma-Aware Higher Education
in Australia; Lyra LEstrange, Marcelle Cacciattolo, and Judith Howard
Concluding words: Reimagining Higher Education through a Trauma-Informed
Lens; Lyra LEstrange
Lyra LEstrange is a Senior Lecturer in the School of Education, Queensland University of Technology, Australia. Lyras research and teaching in trauma aware education contributes to redefining support systems for children and adolescents living with the outcomes of complex trauma and significant adversity. Lyra uses her research experience in public health to translate trauma-informed principles into the education space to support learning and development. Lyra has worked with parents, educators, and community organisations since 2014 delivering trauma-informed education.
