scholarly journals Teaching Trauma: A Model for Introducing Traumatic Materials in the Classroom

2017 ◽  
Vol 18 (1) ◽  
pp. 25-38 ◽  
Author(s):  
Jessica D. Cless ◽  
Briana S. Nelson Goff
Keyword(s):  
Traumatic Stress ◽  
Clinical Training ◽  
Trauma Theory ◽  
Trauma Studies ◽  
Future Directions ◽  
Undergraduate Level ◽  
Trauma Informed ◽  
Work Family ◽  
The University ◽  
University Classrooms

niversity courses in disciplines such as social work, family studies, humanities, and other areas often use classroom materials that contain traumatic material (Barlow & Becker-Blease, 2012). While many recommendations based on trauma theory exist for instructors at the university level, these are often made in the context of clinical training programs, rather than at the undergraduate level across disciplines. Furthermore, no organized model exists to aid instructors in developing a trauma-informed pedagogy for teaching courses on traumatic stress, violence, and other topics that may pose a risk for secondary traumatic stress in the classroom (Kostouros, 2008). This paper seeks to bridge the gap between trauma theory and implementation of sensitive content in classrooms of higher education, and presents a model of trauma-informed teaching that was developed in the context of an undergraduate trauma studies program. Implications and future directions for research in the area of trauma-informed university classrooms are discussed. 

scholarly journals Challenges and Successes of an Audio-Technician Training Program in Guatemala

2020 ◽  
Vol 41 (02) ◽  
pp. 100-109
Author(s):  
Christi Miller ◽  
Martha Harney ◽  
Claire Buxton ◽  
Michael Mallahan
Keyword(s):  
Graduate Students ◽  
Training Program ◽  
Clinical Training ◽  
Descriptive Study ◽  
Future Directions ◽  
Technician Training ◽  
Ongoing Care ◽  
Sustainability Challenges ◽  
The University ◽  
And Training

AbstractHearing healthcare outreach in developing countries is ill defined and inundated with sustainability challenges. One method to facilitate sustainable efforts is by training local personnel on certain aspects of hearing healthcare. The purpose of this descriptive study was to identify the challenges and successes of an audio-technician training program conducted in various regions throughout Guatemala. A collaboration was created between Healing the Children, Centro de Audicion, the University of Washington, and Gallaudet University to create a learning environment for Guatemalan audio-technicians and audiology graduate students. Administration of the audio-technician training component of this program began in 2008 and continues today. Challenges and successes were identified around five themes: (1) audio-technician recruitment and skills upon entering training program; (2) practical and logistical components of clinical training; (3) collaboration and resources for ongoing care; (4) funding for travel, time, and accommodation for personnel involved in training sessions; and (5) cultural differences surrounding our approach to hearing healthcare and training. Approaches to overcome the barriers identified and future directions are discussed.

scholarly journals Miten analysoida sitä, mistä ei voi kertoa? – Käsikirja humanistiseen traumatutkimukseen

2021 ◽  
Vol 18 (4) ◽  
Author(s):  
Kaarna Tuomenvirta
Keyword(s):  
New York ◽  
English Summary ◽  
Point Of View ◽  
Trauma Theory ◽  
New Materialism ◽  
Literary Texts ◽  
Trauma Studies ◽  
Future Directions ◽  
Broad Field

Colin Davis & Hanna Meretoja (eds): Routlegde Companion to Literature and Trauma. Abingdon & New York: Routledge, 2020, 496 pages. English summary of the review The Routledge Companion to Literature and Trauma, edited by Colin Davis and Hanna Meretoja, introduces the reader thoroughly to the history and philosophies of trauma, theory and concepts of the field, and offers a variety of analyses of literary texts from the point of view of trauma. The introduction of the handbook is thought-provoking, cohesive, and summarizes well a broad field of studies and its history. One of its strengths is including the main critiques of the field, too. The chapters of the handbook offer ways to use concepts, such as perpetrator trauma and intersectionality, in analysis and suggest ways to develop them further. A section on future directions of the field includes viewpoints on postcolonialism, critical posthumanism and new materialism. As trauma studies has been criticized for its Eurocentric bias and failure to recognise the suffering of non-Western others, perhaps some silences of marginalized people in the analysed texts or their contexts could have been brought forward even more explicitly in the handbook.

Trauma-Informed Spiritual Care: Lifelines for a Healing Journey

2021 ◽  
Vol 77 (4) ◽  
pp. 359-371
Author(s):  
Deborah van Deusen Hunsinger
Keyword(s):  
Lived Experience ◽  
Traumatic Stress ◽  
Spiritual Care ◽  
Collective Trauma ◽  
Severe Stress ◽  
Healing Journey ◽  
Trauma Informed ◽  
The Church

The article describes how primary, secondary, intergenerational and collective trauma are intertwined in our lived experience, especially in times of severe stress, such as the current coronavirus pandemic. An argument is made for personal and collective mourning, and for developing an attitude of curiosity, openness, acceptance, and love toward oneself and others who suffer traumatic stress. The foundational lifeline of trust in God is nurtured by the faith and practice of the church through the witness of Scripture, worship, prayer, song, and mutual caring.

scholarly journals Challenges and solutions to returning to clinical training after research: a multidisciplinary survey of integrated academic trainees in West Yorkshire, United Kingdom

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
C. L. Downey ◽  
J. Bentley ◽  
H. Pandit
Keyword(s):  
United Kingdom ◽  
Clinical Training ◽  
Clinical Work ◽  
Survey Study ◽  
Full Time ◽  
Clinical Supervisors ◽  
Research Activities ◽  
Time Out ◽  
Rapid Transition ◽  
The University

Abstract Background Time out of clinical training can impact medical trainees’ skills, competence and confidence. Periods of Out of Programme for Research (OOPR) are often much longer than other approved mechanisms for time of out training. The aim of this survey study was to explore the challenges of returning to clinical training following OOPR, and determine potential solutions. Methods All current integrated academic training (IAT) doctors at the University of Leeds (United Kingdom) and previous IAT trainees undertaking OOPR in the local region (West Yorkshire, United Kingdom)(n = 53) were invited to complete a multidisciplinary survey. Results The survey was completed by 33 participants (62% response rate). The most relevant challenges identified were completing the thesis whilst transitioning back to clinical work, the rapid transition between full-time research and clinical practice, a diminished confidence in clinical abilities and isolation from colleagues. Potential solutions included dedicated funds allocated for the renewal of lapsed skills, adequate notice of the clinical rotation to which trainees return, informing clinical supervisors about the OOPR trainee returning to practice and a mandatory return to standard clinical days. Conclusions Addressing these issues has the potential to improve the trainee experience and encourage future trainees to take time out of training for research activities.

scholarly journals Acknowledging the relevance of empathy in clinical legal education. Some proposals from the experience of the University of Brescia (IT) and Valencia (ESP)

2018 ◽  
Vol 25 (2) ◽  
pp. 218
Author(s):  
Andrés Gascón-Cuenca ◽  
Carla Ghitti ◽  
Francesca Malzani
Keyword(s):  
Social Justice ◽  
Clinical Education ◽  
Clinical Training ◽  
Legal Education ◽  
Social Diversity ◽  
The People ◽  
Training Plan ◽  
New Challenges ◽  
The University ◽  
Great Development

Legal Clinical Education is experiencing a great development in the Spanish and the Italian university context. Nevertheless, it comes with new challenges that professors have not faced until now: students working in the field with people in situations of vulnerability or in complex realities. Given that one of the major goals of CLE is the preparation not only of professionals for the practice of law, but also people concerned about social justice and social diversity, this piece of research looks into the significance of working with students about the key role that empathy plays in the development of their relation with the people they assist. Moreover, we will suggest some activities to be introduced in the clinical training plan with this purpose, and lastly, we will construct some final thoughts about this research and the feedback we obtain from our clinical colleagues.

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