Meichenbaum, D. (2017). A constructive narrative perspective on trauma and resilience: The role of cognitive and affective processes. In S. N. Gold (Ed.), APA handbook of trauma psychology: Foundations in knowledge., Vol. 1. (pp. 429–442). American Psychological Association. This is a great resource for your assignment. It discusses several different proposals, but please pay attention to the specifics about resilience and how to incorporate it into instruction in the classroom. Exhibit 22.2 on page 436 gives 12 different suggestions to build resilience.
Khalid, H. A. (2019). Building resilience in chronic trauma through self-regulation. European Journal of Educational Sciences, 102–115. The researchers investigated the relationship between self-regulation behaviors and resilience, but more importantly, how that relationship can support trauma. It suggests that educators work to build self-regulation in the classroom to increase possible resiliency with trauma.
Anderson, E. M., Blitz, L. V., & Saastamoinen, M. (2015). Exploring a school-university model for professional development with classroom staff: Teaching trauma-informed approaches. School Community Journal, 25(2), 113–134. This study investigates the needs of classroom staff concerning preparedness for traumatic events. The findings suggest the need for increasing professional development to include a trauma-informed school community. Pay close attention to the professional development suggestions when creating your assignment.
Türk-Kurtça, T., & Kocatürk, M. (2020). The role of childhood traumas, emotional self-efficacy and internal-external locus of control in predicting psychological resilience. International Journal of Education and Literacy Studies, 8(3), 105–115. This study investigated the ability of childhood trauma, self-efficacy, and locus of control in predicting resilience. Through the research, they found significant relationships between them all and shared suggestions on how to consider resilience a tool.
Kuperminc, G. P., Chan, W. Y., Hale, K. E., Joseph, H. L., & Delbasso, C. A. (2020). The role of school-based group mentoring in promoting resilience among vulnerable high school students. American Journal of Community Psychology, 65(1–2), 136–148. This article examines a group mentoring program to promote resilience. Through this research, it was found that not only did it do this, but it also increased the self-efficacy, self-awareness, and other autonomous characteristics that have been found to be important, proactive traits for possible traumatic events.