Educators must both respond to the impact of trauma, and prevent trauma at school. Trauma-informed initiatives tend to focus on the challenging behaviors of students and ascribe them to circumstances that students are facing outside of school. This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity. In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms.
From the moment you share the news that you are pregnant or have a new baby it feels like everyone becomes an expert. Did you see that headline? Did you hear that story on TV? Have you heard the latest about what they say is best? In a world overflowing with information telling you what is best for you and your baby, making decisions can feel overwhelming. Who do you trust? Who is telling the truth? And how do you know if what they are saying is right for you? How? By becoming your own expert in sorting the media spin and politics from the actual facts and data. This isn't a book that is going to tell you which decisions to make, or that there is ever one right answer. It is not going to tell you that the same thing is always best for everyone. Instead this is a guide to help you evaluate information and evidence to decide what is right for you, your body and your baby. In three main parts it will firstly open your eyes to how information is shared in the media and how this can affect our thinking and decision making. Next it will help you spot who is funding, leading and promoting research and how this can affect the content of what is shared. Finally it will talk you through reading, understanding and evaluating evidence for yourself across topics in pregnancy, birth and caring for babies. You'll learn how to spot weaknesses in methods used, how to determine the real risk for you and your baby, and how wider context and other factors can influence what research means for you. Information is power. Making your own decisions that are right for you is empowering. #Informed is best.
Whether it’s navigating a crisis or witnessing a community member struggling with tough times, coming face to face with trauma and adversity can be uncomfortable. But in striving to learn more about challenging behaviors, and how we can better interact with library patrons and our coworkers, we can come to see that people are complex and not simply “problems.” This workbook from the PLA Social Worker Task Force (SWTF) provides a collection of powerful tools to add to your customer service toolbox. It’s filled with prompts, exercises, and best practices that shed light on how trauma can affect people, helping you build confidence in your ability to support your library’s patrons. You will delve into what trauma is and how it impacts library work; be introduced to a framework for utilizing a trauma-informed lens in your interactions; practice exercises to spur personal reflection on common concerns bound up with library work and the policies relating to these issues; and gain hand-on tools and techniques, including strategies for de-escalation and guidance on the impacts of involving law-enforcement and banning patrons. You will also explore various scenarios which provide the opportunity to integrate what you’ve learned and practice responding through a trauma-informed lens, including Mental Health Challenges Sleeping at the Library Strong Personal Odor Personal Belongings Suspected Intoxication/Under the Influence Substance Use Threatening Verbal and Nonverbal Behavior Unsheltered Teens Adult Self-Neglect Child Abuse or Assault Solicitation or Panhandling Stealing Child Unattended After Closing
Psychologically Informed Physiotherapy is a key new textbook for those who need a trusted and comprehensive resource to guide them in applying psychosocial perspectives to their physiotherapy practice. The first of its kind, this textbook brings together an international and interdisciplinary team of leading experts in the field. Together they present an evidence-based range of ideas and concepts around the psychologically informed practice framework, bringing psychosocial aspects of physiotherapy to the fore alongside the established biomedical model. By applying these aspects to screening, exploration and triaging, physiotherapists are better able to identify the origins of pain and barriers to rehabilitation; and so are more likely to achieve consistently good clinical outcomes for their patients. Throughout, clinical case studies ensure that the theory is then grounded in a variety of practical scenarios after which some reflective exercises and clinically relevant scenarios reinforce learning and understanding. Chapters on: - Psychology of professional identity in health care - The biopsychosocial model - Screening for red flags - Adapting interactions with others to form empowering relationships and influence behavioural change - Neuro-immune-endocrine interactions and clinical practice in stress, pain and recovery - Care of the anxious patient through cognitive and person-centred strategies - Alternative and evolving models of practice, including the clinical flag system - The psychology of the athlete from the physiotherapist's perspective - Using counselling and psychological strategies within physiotherapy - Making evidence-based decisions and measuring effectiveness in practice - Using psychological interventions as a student or new graduate - First textbook of its kind for physiotherapists - Ideal confidence booster for both students and practitioners new to the subject - Illustrates the role social factors have on thoughts, emotions and behaviour in patients as well as the neurobiological manifestations of social stressors - Presents key, evidence-based concepts from leading international academics, clinicians and researchers in the field and across a range of health professions, including counselling and psychology
Trauma-informed yoga guidance for survivors, instructors, and mental health professionals. Trauma-Informed Yoga for Survivors of Sexual Assault provides a comprehensive overview of how to offer yoga to survivors of sexual assault in a safe, effective, evidence-based, and healing way. Transcending Sexual Trauma through Yoga founder Zahabiyah A. Yamasaki draws on the framework of trauma-informed care and trauma-informed yoga program development and curriculum, while also weaving in personal narrative and inspiring survivor stories. She explores practical considerations for survivors, as well as for yoga teachers, mental health professionals, educators, and other healing professionals who are interested in integrating trauma-informed yoga into the scope of their work and/or healing. This book expands the scope and framework for healing and fills a much-needed gap in service delivery for survivors. Yamasaki provides holistic, trauma-informed, body-based, compassionate, and culturally affirming options for survivors as they navigate what is oftentimes a lifelong and nonlinear process of healing. A companion card deck of affirmations, Trauma-Informed Yoga for Survivors of Sexual Assault: Practices for Healing and Teaching with Compassion, is also available, both as a stand-alone item and in a discounted set with the book.
“What a provocative and refreshing stance on evidence-informed education! Evidence-informed education may currently be a divided field, but this must-read book offers hope that a reunion of existing approaches may be possible for a ‘productive tension’ where researchers, school leaders and teachers work together... The disconnect in education between research, policy and practice needs this intellectual reboot!” Professor Tanya Ovenden-Hope, Provost and Professor of Education, Plymouth Marjon University, UK “As a school leader, this book is an invaluable guide to evidence-informed educational research... It is a hopeful vision of a united evidence-informed education field in which practitioners, policymakers and researchers all play an active role as discerning creators and users of evidence.” Sam Mason, Deputy Headteacher, Thornton Primary School, UK “This is a wonderful book that deserves to be widely read and, more importantly, widely acted on. It presents a robust and detailed critique of current orthodoxies in how we have tried to improve educational practice through the use of evidence. Researchers, practitioners, policymakers and funders with an interest in evidence and school improvement should take note.” Professor Robert Coe, Director of Research and Development at Evidence Based Education, UK, and Senior Associate at the Education Endowment Foundation, UK A Critical Guide to Evidence-Informed Education analyses the role of research in education and its potential for improving education policy and practice. The book considers how divisions, both between different research traditions and between theory and practice, are hindering progress. Additional online content gives readers access to extra resources such as reflective questions and technical annexes to deepen understanding. Drawing on their experiences both as teachers and researchers, the authors expertly review fundamental questions about what research is, what it is for and the challenges of generating, communicating and using evidence. The book skilfully synthesises perspectives on evidence-informed education, forming connections across the ‘divided field’ and championing a more collaborative and eclectic approach. For education students, teachers, and school leaders, this book is an accessible and invaluable guide to the methods, problems, and key findings from several interconnected areas of education research. For researchers, this book offers an extended critical commentary and methodological critique of several related research communities and their current and potential contribution to educational improvement. The authors invite and equip readers to take their own stance on current and perennial debates about the role of research and evidence in improving education. Thomas Perry is an Associate Professor at the University of Warwick. He is a former schoolteacher who now teaches about education research methods and advises and supervises researchers at all levels, including leading the Education Doctorate (EdD) programme at Warwick. His research and teaching are focused on research methodology and the role of research and evidence in improving education policy and practice. Rebecca Morris is an Associate Professor at the University of Warwick. She is a former secondary English teacher and has previously worked at Durham University and University of Birmingham. Rebecca’s research interests include education policy, teacher education and the teacher workforce, English and literacy, and widening participation. She is an editorial board member for the British Educational Research Journal and Educational Review.
Psychoanalytically Informed Play Therapy: Fantasy-Exposure Life-Narrative Therapy is a structured manual for the execution of FELT, an integrative play therapy that marries the analytic, relational, and psychodynamic aspects of traditional Play Therapy with the scientific rigor and replicability standards of clinical empiricism. Jason Steadman’s FELT model creates a structured, empirically derived means of monitoring children’s play using psychoanalytic methods. Steadman’s method proposes the usage of story stems to structure play to address critical needs in children’s psychological development. In FELT, Steadman teaches readers how to identify problematic play themes and how to respond therapeutically to drive play and general child development toward healthy directions. Steadman uses anxiety as the primary example of psychological distress for FELT, but also shows how the method can be applied to many other pathologies, such as depression and trauma. Steadman explains 11 core FELT themes, which are then further condensed to three major clinical targets identified in the play of clinically anxious children. Each of these is described in detail in the book and therapists are shown not only how to reliably identify themes, but how to focus their interventions to move children toward major play-based targets. Integrating psychoanalytic theory with an emphasis on Object Relations, Steadman’s FELT program highlights the importance of the self in healthy child development and how play-based psychotherapy can be used to help children build stronger, healthier selves that can face a wide variety of psychological issues across their lifespan. Including comprehensive theoretical underpinnings and thorough clinical examples of FELT at work, this volume will allow therapists, clinicians, and mental health workers to understand childhood play in an empirically based manner and show them how to integrate the key tenets of FELT into their own work to better aid children experiencing anxiety and other mental health concerns.
The latest edition of an essential text to help students and practitioners distinguish between research studies that should and should not influence practice decisions Now in its third edition, Practitioner's Guide to Using Research for Evidence-Informed Practice delivers an essential and practical guide to integrating research appraisal into evidence-informed practice. The book walks you through the skills, knowledge, and strategies you can use to identify significant strengths and limitations in research. The ability to appraise the veracity and validity of research will improve your service provision and practice decisions. By teaching you to be a critical consumer of modern research, this book helps you avoid treatments based on fatally flawed research and methodologies. Practitioner's Guide to Using Research for Evidence-Informed Practice, Third Edition offers: An extensive introduction to evidence-informed practice, including explorations of unethical research and discussions of social justice in the context of evidence-informed practice. Explanations of how to appraise studies on intervention efficacy, including the criteria for inferring effectiveness and critically examining experiments. Discussions of how to critically appraise studies for alternative evidence-informed practice questions, including nonexperimental quantitative studies and qualitative studies. A comprehensive and authoritative blueprint for critically assessing research studies, interventions, programs, policies, and assessment tools, Practitioner's Guide to Using Research for Evidence-Informed Practice belongs in the bookshelves of students and practitioners of the social sciences.
This essential manual meets the increasing need for yoga teachers to be trauma-informed and trauma-responsive, and aware of how poses, breathwork, and meditation can impact the body. In detailing all aspects of trauma as it relates to yoga teaching, this guide lays a strong foundation in fostering trust and building authentic connections with students safely and confidently. Yoga teachers will benefit from a number of yoga practices for self-regulation, self-determination, and agency, as well as guidance on polyvagal theory, communication, setting boundaries, and yoga teacher self-care. It also includes a de-escalation protocol for in-session trauma responses and how to cultivate a trauma-informed teaching environment. Written by an internationally renowned author duo, this is a universal resource for yoga teachers looking to empower themselves and their clients from all demographics and in all settings.
The Narrative Approach to Informed Consent: Empowering Young Children’s Rights and Meaningful Participation is a practical guide for researchers who want to engage young children in rights-based, participatory research. This book presents the Narrative Approach, an original and innovative method to help children understand their participation in research. This approach moves away from traditional paper-based consent to tailor the informed consent process to the specific needs of young children. Through the Informing Story, which employs a combination of interaction, information and narrative, this method enables children to comprehend concepts through storytelling. Researchers are stepped through the development of an Informing Story so that they can deliver accurate information to young children about what their participation in research is likely to involve. To further inform practice, the book documents the implementation of the Narrative Approach in four case studies demonstrating the variety of settings in which the method can be applied. The Narrative Approach to Informed Consent addresses the rights of young children to be properly researched, expands opportunities for their active and engaged research participation, and creates a unique conceptual ethical space within which meaningful informed consent can occur. This book will be an invaluable tool for novice and experienced researchers and is applicable to a wide range of education and non-education contexts.
