This book outlines the principles of TIP before examining what trauma looks like in the classroom. Chapters explore key topics for becoming a trauma-aware educator and contain top tips, examples and easy-to-use activities. The book is essential reading for practising and student teachers, family support workers, and youth workers.
Trauma-Informed Practice in Education enables educators to create safe, nurturing environments in the classroom for children and young people facing difficult circumstances.
The book accessibly outlines the principles of TIP before examining what trauma looks like in the classroom, focusing on learning, behaviour and concentration. Each chapter introduces a step in the journey to becoming a trauma-aware educator and explores key topics, from balancing curricular demands and vicarious trauma to the importance of boundaries and self-care. Top tips and easy-to-use activities that respect the voices of children and young people are included, and interviews with professionals and engaging vignettes further bring theory to life.
With approaches drawing directly from the author’s frontline work and first-hand experience in diverse areas and settings, this book is essential reading for practising and student teachers, family support workers and youth workers.
Acknowledgements
List of images
Introduction
1 What is trauma-informed practice? What does it mean for me? It is always
the children who suffer
2 What does trauma look like in the classroom?
3 A safe environment what is it?
4 Building relationships that are positive and supportive
5 The three Rs: Reflection, resilience and relationships
6 Voice in the classroom
7 Trauma-informed practice in other disciplines: Equity in education
8 Boundaries and emotional first aid
9 Overwhelm, compassion fatigue, vicarious trauma, and supervision
10 Working for change at different levels
11 Activities
Conclusion
Index
Dr Norah Sweetman has been involved in education, training and development for 30 years, at primary and secondary level, adult education and specialised programmes. She is currently tutoring and lecturing on postgraduate programmes at Trinity College and Hibernia College, with a specialist interest in trauma-informed training and practice.
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