Trauma-Informed Higher Education
Fostering Systemic Change Across Disciplines
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- Description
- Contents
- About
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 cultural, social, or 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.
Foreword; Carmel Hobbs
- Introduction to volume: Trauma-Informed Higher Education: Fostering Systemic Change across Disciplines; Lyra L’Estrange
- 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 L’Estrange, 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 L’Estrange, Marcelle Cacciattolo, and Judith Howard
- Concluding words: Reimagining Higher Education through a Trauma-Informed Lens; Lyra L’Estrange
Lyra L’Estrange is a Senior Lecturer in the School of Education, Queensland University of Technology, Australia. Lyra’s 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.