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Cultivating Resilient Educators and Resiliency-Focused Teaching
Proposal abstract :
How can theological educators cultivate the classroom as a space that encourages vulnerability and risk-taking while also minimizing harm and retraumatization? How do educators teach from a place of resilience and model wellness for students? This project aims to study trauma-sensitive and resiliency-focused pedagogy and its integration in personal life and theological education. Primary activities include: working with an embodied writing coach to explore writing practices as a means of reflection and well-being; participating in two Trauma Resiliency Model cohort trainings; and tracking resiliency-building practices through photography and journaling.
Learning Abstract :
The primary goals of this project include:
• Reflecting on the strengths and growing edges of my understanding of trauma-sensitive pedagogy
• Cultivating new understandings of resilience as a framework for teaching and guiding student formation
• Expanding strategies to teach trauma care in the classroom in ways that minimize the risk of harm to those already carrying stress and trauma in their mind-body-spirits
• Developing strategies to augment student resilience, tapping into the wisdom, strengths, and resources that students bring into the classroom
• Integrating insights about trauma-resiliency into my personal life, so I can sustain my well-being and longevity as an educator, and model well-being for student learners and faith leaders
This project addresses the primary challenge of teaching trauma studies and spiritual care: how to minimize the risk of retraumatization and secondary trauma. It is not only our students who need effective, trauma-sensitive learning spaces; as a queer educator in theologically diverse religious spaces (occasionally, overtly un-affirming ones that activate my own stress responses), I too need support and practices of well-being.
How can theological educators cultivate the classroom as a space that encourages vulnerability and risk-taking while also minimizing harm and retraumatization? How do educators teach from a place of resilience and model wellness for students? This project aims to study trauma-sensitive and resiliency-focused pedagogy and its integration in personal life and theological education. Primary activities include: working with an embodied writing coach to explore writing practices as a means of reflection and well-being; participating in two Trauma Resiliency Model cohort trainings; and tracking resiliency-building practices through photography and journaling.
Learning Abstract :
The primary goals of this project include:
• Reflecting on the strengths and growing edges of my understanding of trauma-sensitive pedagogy
• Cultivating new understandings of resilience as a framework for teaching and guiding student formation
• Expanding strategies to teach trauma care in the classroom in ways that minimize the risk of harm to those already carrying stress and trauma in their mind-body-spirits
• Developing strategies to augment student resilience, tapping into the wisdom, strengths, and resources that students bring into the classroom
• Integrating insights about trauma-resiliency into my personal life, so I can sustain my well-being and longevity as an educator, and model well-being for student learners and faith leaders
This project addresses the primary challenge of teaching trauma studies and spiritual care: how to minimize the risk of retraumatization and secondary trauma. It is not only our students who need effective, trauma-sensitive learning spaces; as a queer educator in theologically diverse religious spaces (occasionally, overtly un-affirming ones that activate my own stress responses), I too need support and practices of well-being.