This study explored how occupational therapy students' perceptions of racism and ethnic discrimination impacted their educational experiences. Participants included 226 students ages 18-60 years old enrolled in occupational therapy entry-level, post-professional, or assistant programs throughout the United States. Students completed an anonymous…

Students attending a community college in an urban setting plagued by violence are subject to experiencing or witnessing one or more traumatic events. The purpose of this action research study was to increase faculty and staff's understanding of the prevalence of trauma, how it may manifest at colleges within students, oneself, classrooms, and…

In recent years, interest in the therapeutic potential of yoga for people recovering from trauma has flourished. To date, much of this research on yoga for trauma adopts a quantitative methodology that positions yoga as a medicalised intervention to understand if yoga is 'effective' for trauma recovery for adults. This paper seeks to contribute to…

Mental health research concerning adverse childhood experiences and neurocognitive trauma has prompted many school districts to pursue the development of trauma-informed schools that attend specifically to the emotional and instructional needs of affected students. Researchers and practitioners are fast proliferating trauma-informed professional…

A history of trauma can have a significant negative impact on the functioning of a student in the school environment. Check & Connect, a school engagement and dropout intervention program, has been found to have positive effects on student school engagement and decrease the likelihood of dropping out of school. However, a review of the Check…

This dissertation delves into the unique experiences of contemporary polygamist women pursuing higher education, exploring the intersectionality of their cultural backgrounds, educational aspirations, and the challenges they encounter within academic settings. The study critically examines the applicability of equity-centered, trauma-informed…

Since the emergence of COVID-19, few studies have examined the exploration of trauma-informed care (TIC) practices within schools in a post-COVID-19 environment. While the literature on COVID-19 and its effects is growing, there is limited information about how the implementation of TIC practices within multi-tiered systems of support (MTSS)…

A growing corpus of interdisciplinary scholarship focuses on migration, particularly the increasing intensity of forced migration, or displacement, and the sociocultural, political, and symbolic dimensions of global resettlement. Yet, there are limited empirical studies on how U.S. educators in urban contexts address these processes, including but…

During the 2020 pandemic, global governments imposed COVID-19 restrictions. Among the restrictions were K-12 school closures, which caused an abrupt change from in-person to virtual learning. These circumstances damaged students' mental health even after constraints were lifted. The problem was the socio-emotional learning (SEL) deficiency…

Many studies have noted the detrimental impact adverse childhood experiences (ACEs) can have on individuals' developmental trajectories and, as a result, the utilization of trauma-informed practices has been of increasing interest within the field of education. Most research on trauma-informed pedagogy is derived from samples of children in grades…

Purpose: Trauma is pervasive in our society, and a history of traumatic stress can have significant detrimental effects on physiological and mental health. The purpose of this tutorial is twofold: to describe trauma, as well as its sources and effects, and to provide practical strategies for communication sciences and disorders educators who are…

This study explored Kentucky school administrators' perceptions, knowledge, and beliefs about trauma-informed practices, competence in promoting these practices, and the extent to which school administration preparation programs provided relevant training. Participants reported they were not adequately trained in their school administration…

This chapter provides actionable strategies through the description of a crosswalk model explicitly connecting Universal Design for Learning, Culturally Responsive Pedagogy, and Mindset. The influences of Social Emotional Learning and Trauma Informed Practices are explored.

The Reflective Interaction Observation Scale (RIOS™) was developed as a research tool to identify the extent to which a supervisory session demonstrates a reflective process grounded in infant and early childhood mental health (IECMH) principles and practice. It is aligned with the competencies of the Endorsement for Culturally Sensitive,…

Numerous efforts are underway to train clinicians in evidence-based practices. Unfortunately, the field has few practical measures of therapist adherence and skill with which to judge the success of these training and implementation efforts. One possible assessment method is using behavioral rehearsal, or role-play, as an analogue for therapist…