LibGuides: TRA-7500 V1: Lesson 6 Resources

Lesson 6 Resources

Integrating culturally responsive group work in schools to foster the development of career aspirations among marginalized youth
Dari, T., Chan, C. D., & Del Re, J. (2021). Integrating culturally responsive group work in schools to foster the development of career aspirations among marginalized youth. Journal for Specialists in Group Work, 46(1), 75–89.
This article will exemplify the ways culturally responsive group work can assist in fostering environments responsive to trauma and restoration.
Contemplative pedagogy: Creating mindful educators and classrooms
Roche Chapman, L. (2021). Contemplative pedagogy: Creating mindful educators and classrooms. Perspectives of the ASHA Special Interest Groups, 6(6), 1540–1553.
This article will exemplify the ways that mindful educators can assist in fostering environments responsive to trauma and restoration.
Fostering resilient learners by implementing trauma-informed and socially just practices
Walton-Fisette, J. L. (2020). Fostering resilient learners by implementing trauma-informed and socially just practices. JOPERD: The Journal of Physical Education, Recreation & Dance, 91(9), 8–15.
This article will exemplify the ways social justice will add to reliance by reducing punishment and fostering growth in the student’s ability to restore relationships and heal the pain.

Helping traumatized children learn
Trauma Sensitive Schools. (n.d.). Helping traumatized children learn [Video]. YouTube.
Helping traumatized children learn
Trauma and Learning Policy Initiative (TLPI). (n.d.). Helping traumatized children learn. Trauma and Learning Policy Initiative.
How trauma-informed schools help every student succeed
Crisis Prevention Institute. (2021, March 31). How trauma-informed schools help every student succeed. Crisis Prevention Institute.
Toolkit: The foundations of restorative justice
Collins, C. (2021). Toolkit: The foundations of restorative justice. Learning for Justice, 66.
Trauma-informed SEL practices
Washington Office of Superintendent of Public Instruction. (n.d.). Trauma-informed SEL practices. OSPI.
Social and emotional learning in the classroom, 2nd ed.: Promoting mental health and academic success
Barbara A. Gueldner, Laura L. Feuerborn, & Kenneth W. Merrell. (2020). Social and emotional learning in the classroom, 2nd ed.: Promoting mental health and academic success. The Guilford Press.

The impact of a mindfulness intervention on elementary classroom climate and student and teacher mindfulness: A pilot study
Meyer, L., & Eklund, K. (2020). The impact of a mindfulness intervention on elementary classroom climate and student and teacher mindfulness: A pilot study. Mindfulness, 11(4), 991–1005.

Restorative practices in schools: Research reveals power of restorative approach, Part I
Porter, A. (2007, March 21). Restorative practices in schools: Research reveals power of restorative approach, Part I. International Institute for Restorative Practices. IIRP.
Children will speak when they feel safe
Riestenberg, N. (n.d.). Children will speak when they feel safe. Mindful Schools.
Mindfulness in the classroom: Strategies for promoting concentration, compassion, and calm
Armstrong, T. (2019). Mindfulness in the classroom : Strategies for promoting concentration, compassion, and calm. Association for Supervision & Curriculum Development.

Exploring teacher participation in mindfulness interventions and the subsequent implementation of mindfulness in the elementary classroom
Di Bratto, M. (2020). Exploring teacher participation in mindfulness interventions and the subsequent implementation of mindfulness in the elementary classroom. Online Submission. Online Submission.