Education Commons^™

"Trauma-Informed" Ideas In English Education: Discussing The Scientific Evidence Base And Exploring The Discursive And Practice Effects, Niamh Storey, Sally Neaum

International Journal of School Social Work

The UK has been slower to adopt "trauma-informed" ideas than the United States, and despite policies across the devolved governments of Northern Ireland, Wales and Scotland, there remains no clear overarching strategy in English policy. Despite this, there is observable interest in adopting "trauma-informed" practices on a more localised level across England, but the range of approaches labelled as such is varied and disparate.

The scientific evidence-base for "trauma-informed" educational practices is discussed and the discursive effects of these ideas when accepted as a basis for practice are explored. Two different conceptualisations of social justice frame this discussion. We argue …

Just Trauma-Informed Schools: Theoretical Gaps, Practice Considerations And New Directions, Stacy A. Gherardi, Myra Garcia, Allison Stoner

International Journal of School Social Work

Trauma-informed practices in schools have proliferated over the last decade and are often framed as social justice-oriented practices. This article assesses the theoretical and empirically supported basis for the proposed relationship between trauma-informed practices and social justice. It concludes the current theory of impact linking trauma-informed practices and social justice work is not supported by evidence. In response, we document theoretical gaps which limit the potential reach of trauma-informed practices in responding to social justice issues in schools and identify potential ways in which research and practice can respond to these gaps. We also highlight critical considerations for developing and …

Trauma-Informed Education Viewed Through A Social Justice Lens: Introduction To The Special Issue, Gary Walsh, Michael S. Kelly

International Journal of School Social Work

The purpose of this special issue is to apply a social justice lens to the question of how education practitioners operating within primary and secondary school contexts around the world are thinking about trauma-informed education and care. Papers explore what school social workers and other educators are doing to address these issues in schools and consider the broader implications of a global shift towards trauma-informed approaches in education. This special issue, the first one for IJSSW, features 10 papers from diverse fields (social work, psychology, education) that all reflect on how trauma-informed practices in schools can be enhanced and understood …

Trauma Informed Practices In Education And Social Justice: Towards A Critical Orientation, Mark Boylan

International Journal of School Social Work

Increasingly, educational practitioners committed to social justice embrace trauma-informed practices and those who advocate for and enact trauma-informed practices are committed to social justice. However, connecting social justice to trauma-informed practice requires greater conceptual clarity than is currently found, given the malleable meanings of both 'trauma informed' and 'social justice'. Further, the complex relationship between these educational aims is under-examined. To address these issues, an analytical framework is developed that brings together a model of forms of trauma-informed practice in education with orientations to social justice. This draws on models of social justice developed in social work and teaching, and …

The Hoods Of The Three Senior Doctorates At Edinburgh, Nicholas Groves

Transactions of the Burgon Society

The article tracks changes to the hoods of Doctor of Divinity, Doctor of Laws, and Doctor of Medicine at the University of Edinburgh from various sources from 1843 to 1970 in a chart with illustrations.

In Memoriam: Robin L. D. Rees, Nicholas Groves

Transactions of the Burgon Society

Obituary of Robin L. D. Rees, 1946–2021. He was a Fellow of the Society and designed the hoods of the Institute of Physics and for the Archbishop’s Certificate in Church Music.

Editor’S Note, Stephen Wolgast

Transactions of the Burgon Society

No abstract provided.

Cap And Gown? Use Of Headgear At Graduation In Uk Universities In The Twenty-First Century, Martin J. Hardcastle

Transactions of the Burgon Society

Academic headwear, partticularly in the form of the square cap or mortar-board, is perhaps the most widely recognised symbol of educational achievement in the world. This article surveys the current practice of wearing academic caps of all types at graduation ceremonies in UK universities, to understand whether there are common factors in the use or disuse of headwear, and thus tentatively to explain the wide variation in practice that is seen in the twenty-first century.

Primary Source: Examining Official Dress In Universities In Aotearoa New Zealand, Scott Pilkington

Transactions of the Burgon Society

No abstract provided.

‘Different Forms Of Gowns For All Sorts Of Scholars In Their Several Ranks’: Academic Undress At Oxford In 1635, Alex Kerr

Transactions of the Burgon Society

This is a study of a one-page manuscript in the Oxford University Archives with the title ‘Different Forms of Gowns for All Sorts of Scholars in their Several Ranks’, dated June 1635. It was clearly written in connection with the Laudian Code of statutes, which was drafted in 1634 and adopted in 1636. The Code included regulations on university dress and its use at Oxford that would remain in force for 134 years. The document gives a concise specification for Oxford gowns at a time when other written records providing such detail are lacking and pictorial evidence is sparse. This …

‘Degrees Of Degrees’: An Alternative Structure, Graham Zellick Qc

Transactions of the Burgon Society

This article refers to Neil K. Dickson’s article, ‘Degrees of Degrees’, in Transactions of the Burgon Society, 19 (2019), pp. 183–203, and provides an alternative taxonomy with the emphasis on contemporary practice. It affords an understanding of academic dress because academic dress varies not only with specific degrees but with the category of degree, subject to the caveat that nearly all generalizations about academic dress tend to be wrong. The article also discusses the use of the title ‘Dr’ with honorary degrees and begins with some comments on Dr Dickson’s analysis of degrees.

Response To Professor Zellick’S Article, Neil K. Dickson

Transactions of the Burgon Society

Regarding the way various degrees are conferred, the author responds to Professor Graham Zellick, ’Degrees of Degrees: An Alternative Structure”, Transactions of the Burgon Society, 20 (2020), pp. 166–74, which takes an alternative look at the descriptions the author made in his article ‘Degrees of Degrees”, Transactions of the Burgon Society, 19 (2019), pp. 183–203.

Characteristics And Predictors For Students Classified With Emotional And Behavioral Disorder Who Have Also Experienced Maltreatment, Richard E. Mattison, Gregory J. Benner, Skip Kumm

Educational Considerations

Though experiencing maltreatment (abuse or neglect) appears to be common in students with the special education label of emotional and behavioral disorders (EBD), little research has been devoted to this topic by EBD educators. This paper uses archived file drawer data from 1992 that focuses on 149 students newly classified with EBD for whom a wide range of enrollment variables was collected, and who were subsequently followed up on an average of 8 years later to assess their educational outcomes. At enrollment, experiences of maltreatment were determined to have occurred in 57.7% of these participants. The group who experienced maltreatment …

Investigating Financial Biases That Can Increase Impact On Paying Bills And Saving, Lucy M. Delgadillo Ph.D.

Journal of Financial Therapy

This article explores financial biases and their relation to financial management behaviors. Using cognitive, evolutionary psychology, and behavioral finance theories, this study suggests that biases can be intentionally used to our benefit. The study shows statistically significant associations between some biases and financial management practices such as paying bills on time and saving regularly in the surveyed sample. The study provides insights into intentionally using financial biases to increase impact and success by helping individuals commit to the best course of action or choose the least costly financial alternative.