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Social and Behavioral Sciences Commons™
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Articles 1 - 4 of 4
Full-Text Articles in Social and Behavioral Sciences
Postpartum And The Pressure To Work, Summer Brother
Postpartum And The Pressure To Work, Summer Brother
Anthós
In the United States, the lack of availability and support around maternity leave results in mothers rushing back to the workforce soon after childbirth. Topics such as breastfeeding, physical trauma, postpartum depression, and working while in the postpartum period, all pile together to paint a picture of what it means to be a new mother in America. Through the use of qualitative data and academic sources, the article's findings conclude that health and bonding between the mother and baby are interconnected. The rush to begin work again also affects all aspects of one's health, often beyond the six to eight …
Writing New Lives, Writing New Worlds, A. Zed
Writing New Lives, Writing New Worlds, A. Zed
Amplify: A Journal of Writing-as-Activism
Creative nonfiction. Children are learning to write their letters. Adults are learning to write their feelings. All of us are learning to write our stories, and thereby release some of the trauma circling through our world.
Recovery, Christopher V. Hollister, Allison Hosier, April Schweikhard, Jacqulyn A. Williams
Recovery, Christopher V. Hollister, Allison Hosier, April Schweikhard, Jacqulyn A. Williams
Communications in Information Literacy
The Editors-in-Chief of Communications in Information Literacy discuss the impact of the COVID-19 pandemic on scholarly production and on the information literacy community more generally. They propose the need for a period of recovery, and they recommit to the values and the ethics of care that drive all facets of the journal's operations.
Equipping Preservice Teachers With Trauma Informed Care For The Classroom, Tamarine Foreman, Perianne Bates
Equipping Preservice Teachers With Trauma Informed Care For The Classroom, Tamarine Foreman, Perianne Bates
Northwest Journal of Teacher Education
In an effort to prepare preservice teachers to enter the classroom where students may have experienced or been exposed to trauma, the authors designed and facilitated instruction around trauma’s influence on the learning process. The intent of the instruction was to improve the preservice teacher’s ability to realize, recognize, and respond to students without re-traumatizing the students. The authors compared pre and post scores on the ARTIC-35 Education version (Baker et al., 2016) and found the instruction significantly improved the preservice teachers’ knowledge, awareness, and self-efficacy in working with students who have experienced or been exposed to trauma.