Journal of Trauma Studies in Education <p>The<em> Journal of Trauma Studies in Education</em> (JTSE) is an online open-access academic peer-reviewed journal dedicated to the generation of knowledge regarding mental health and well-being, with a focus on the impact of traumatic stress within the context of Pre K-12 and postsecondary education. </p> en-US (Dr. Jason Lynch) (Dr. Jason Lynch) Fri, 27 May 2022 13:18:45 +0000 OJS 60 It’s Not About Grit: Trauma, Equity, and the Power of Transformative Teaching (Book Review) Caroline Hall Copyright (c) 2022 Journal of Trauma Studies in Education Wed, 25 May 2022 00:00:00 +0000 The Trauma-Informed Ethical Decision-Making Model: An Integrative Framework <p>The prevalence of Adverse Childhood Experiences, and recent increase in stress during the COVID-19 crisis necessitates the practice of trauma-informed care in counseling. When addressing ethical concerns that emerge during counseling, attention to the principles of trauma-informed care is of critical importance. The purpose of this conceptual piece is to propose a Trauma-informed Ethical Decision-making Model that integrates trauma-informed standards (SAMHSA, 2014), with the proposed Principles of Trauma-informed Practice, and Kitchener and Anderson’s (2011) ethical decision-making model. This Trauma-informed Ethical Decision-making Model may provide counselors, particularly counselors-in-training, with a framework for addressing ethical concerns with client survivors of trauma. The framework may also provide counselor educators with a framework to support the development of curriculum regarding trauma-informed practice and ethical decision-making.</p> Cortny Stark, Jose Luis Tapia-Fuselier, Jr, Kate Bunch Copyright (c) 2022 Journal of Trauma Studies in Education Wed, 25 May 2022 00:00:00 +0000 Are We in This Alone? Examining the Cost of Health & Wellness by Surviving the Neoliberal Academy for Multiple Minoritized Faculty <p>This manuscript highlights the findings from a critical collective autoethnography conducted by two multiple minoritized faculty members, outlining the consequences of neoliberalism on their health and wellness. The overarching goals of the study were to develop a deeper and more nuanced understanding about the ways in which neoliberal institutions of higher education impact faculty health and wellness. Findings from the study highlight that Academic Socialization in the Neoliberal University, and Prioritizing Academic Success over Wellness drive the psychological, physical, and emotional trauma some faculty members in the academy experience. Findings also indicate that faculty who invest in Resistance as a Vehicle for Change encounter a dilemma because of the draining mental, physical, and psychological impacts of engaging in such resistance.&nbsp; As such, some faculty depend on Mentors Who Care and Advocate for them, and Collaborative Opportunities as sustainable chances to help them survive and thrive in these neoliberal academic environments.</p> Raquel Wright-Mair, Kara Ieva Copyright (c) 2022 Journal of Trauma Studies in Education Wed, 25 May 2022 00:00:00 +0000 Why are we Really Suspending this Student?: The Relationship Among ACEs, ADHD and High School Suspension Rates <p>The aim of this study was to determine the relationship among high school suspension rates, scores received on the Adverse Childhood Experiences (ACEs) measurement, and a self-reported diagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD). Seven-hundred and fifty high school participants completed the ACE measurement and self-reported whether they had ever been diagnosed with ADHD. Each participant’s answers were compared with their respective high school discipline record. This study’s findings suggest that having a combination of ACEs and ADHD increases a student’s chances for being removed from school for misbehavior.</p> Kelly Wynne Lettieri, Travis Lewis Copyright (c) 2022 Journal of Trauma Studies in Education Wed, 25 May 2022 00:00:00 +0000 Ancestral Bonding: Autoethnography of a Holocaust Granddaughter <p>The severity of historical trauma (HT) endured by Jews is central in the historiography of the Holocaust and affects survivors, descendants, and the Jewish people. Studies of transgenerational trauma transmission in descendants portray both psychopathological and positive outcomes, yet trauma trends understood from research of the second generation must be reexamined in Holocaust grandchildren. Despite quantitative findings of dissipated trauma symptoms in grandchildren, few studies examine their lived HT experiences and connections to ancestry. In this autoethnography, I describe cultivating a relationship with my deceased great-grandmother and reflect upon her legacy within my HT response. The educational purpose of this paper is to extend cultural understanding of ancestral bonding in marginalized descendants of HT through a Holocaust granddaughter’s example. I integrate the six HT informed principles of the <em>Black Perspective</em> Instructional Model into the autoethnography to highlight marginalized HT experiences relevant to counselor education and supervision and evidence-based trauma practices.</p> Chaya Abrams Copyright (c) 2022 Journal of Trauma Studies in Education Wed, 25 May 2022 00:00:00 +0000 I Feel Robbed: Students’ Responses to Traumatic Disruptions of Internship Placements Secondary to COVID-19 <p>Internship placements were disrupted by COVID-19, resulting in an abrupt transition from in-person to remote work. In response, academic institutions developed virtual assignments to assist students in obtaining required internship hours. This study examined the influence of COVID-19 on social work students enrolled in institutions of higher education participating in field internships. A mixed-methods exploratory study was utilized to understand the experience and impact of the pandemic on students’ emotional, physical, and mental well-being. The majority of students reported negative impacts on their mental health. Students also reported being denied the opportunity for professional closure within internship placements, specifically with supervisors, staff, and clients. The results identify mental health and coping skills, along with professional preparedness as common themes. The findings regarding the impact on mental health align with national data collected by the Council on Social Work Education (CSWE).</p> Chelsea Toth, Heather LaBarre , Gillian Murray Copyright (c) 2022 Journal of Trauma Studies in Education Wed, 25 May 2022 00:00:00 +0000 Letter from the Editor Jason Lynch Copyright (c) 2022 Journal of Trauma Studies in Education Wed, 25 May 2022 00:00:00 +0000