Education Commons^™

Tell Me More: Trauma-Informed Practices In Higher Education As Resistance And Liberation For Black And Indigenous Students Of Color, Madison P. Pimental

The Vermont Connection

In this article, I argue that higher education inflicts trauma on Black and Indigenous students. However, trauma-informed practices can serve as a liberatory practice that disrupts white supremacy culture and minimize harm against BIPIC students. I define trauma and trauma-informed practices (TIPs) and weave how racial trauma, including political, generational, and necrophiliac trauma, impacts Black and Indigenous students in university contexts. In the spirit of hope and resistance, I end with suggestions for student affairs practitioners outlined by the framework of TIP tenets that they can directly implement in their conversations and mentorship of college students. I also suggest strategies …

“Raining” In Your Emotions As A Student Affairs Professional, Chantel J. Vereen

The Vermont Connection

As younger generations of student affairs professionals become

more involved in the field and aware of their mental health

identity, there appears to be a disconnect between young professionals

and those who are older and keep the state of their mental

health hidden. The author questions whether young professionals’

openness about their mental health identity lines up with the

institutional/general professional expectations for dealing with

emotional trauma in their field. In this narrative, I discuss my

understanding of how student affairs professionals encounter

tragedy while holding their own mental health wellness. I will

further delve into how professionals can feel …

Building Resilience Through Culturally Grounded Practices In Clinical Psychology And Higher Education, Catarina Campbell, Phyu Pannu Khin

The Vermont Connection

There is no “one size fits all” approach when it comes to the process of healing, particularly for individuals who are continuously affected by the many barriers and impacts of systemic oppres- sion. This reality demands the sustained development of a praxis rooted in trauma-informed and culturally grounded care so that we may better serve our most-impacted communities (such as Black, Indigenous and People of Color [BIPOC], disability, queer, and survivor communities). As practitioners in the fields of Clinical Psychology and Higher Education, we engage in cross-disciplinary analysis so that we may amplify and share our tools for collective healing. …

Implications Of Trauma-Sensitive Practices At The Middle Level, Lauren Dotson Davis

Middle Grades Review

This essay provides a broad overview of adverse childhood experiences and their impact on the middle level learner. Through a literature review, the author finds points of intersection between current research on traumatized students, best practices for classroom and school-wide procedures, and tenets of the middle level philosophy.

Understanding The Unique Needs Of Adolescent Refugee Students, Bobette Bouton

Middle Grades Review

Using the Essential Attributes of developmentally responsive, challenging, empowering, and equitable guidelines established by This We Believe: Keys to Educating Young Adolescents, this article will provide a frame of reference for readers to assist their understanding of the kaleidoscope of issues that face our refugee adolescent population (AMLE/NMSA, 2010). For each of the four essential attributes, practical application for the middle grades classroom is offered. These ideas are to assist teachers in meeting the needs of their students who come from a refugee background and to give a foundation in an area that is often overlooked in the current educational …