Trauma in Rural Areas: Implications for Instruction

View Sample PDF

Author(s): Georgia Pavlic-Roseberry (Jefferson County Board of Development Disabilities, USA)and Vicki Donne (Robert Morris University, USA)
Copyright: 2022
Pages: 20
Source title: Strategies and Methods for Implementing Trauma-Informed Pedagogy
Source Author(s)/Editor(s): Carianne Bernadowski (Robert Morris University, USA)
DOI: 10.4018/978-1-7998-7473-7.ch006

Keywords: Curriculum Development and Instructional Design / Human Behavior & Psychology / Information Science Reference / Social Sciences & Humanities

Purchase

View Trauma in Rural Areas: Implications for Instruction on the publisher's website for pricing and purchasing information.

Abstract

This chapter provides background on rural culture and the influence it has on the implementation of trauma-informed care. The cultural characteristics create additional obstacles to schools that are working to mitigate the adverse experiences that have debilitated many students. The poverty and drug use that families face has created a generation of children who struggle with chronic stress from the adverse childhood experiences that occur in their lives. This impedes all academic and many functional areas. Without appropriate education, teachers are often unable to reach students and misunderstand why students with multiple adverse experiences display behaviors. The authors share strategies to mitigate the impact of the adversities.

The IRMA Community

Research IRM

Trauma in Rural Areas: Implications for Instruction

Purchase

Abstract

Related Content

IRMA Sponsors