Many college students have experienced traumatic events that negatively impact their learning as well as their physical and mental health. A strong support system is critical for students who are struggling from the effects of trauma. Faculty members, teaching assistants, and advisors are important members of that support system. Traumatic events often cause a separation of mind and body, and the traditional ways that we teach and interact with students may contribute to this experience. Using chapters from the book The Body Keeps the Score by Bessel van der Kolk and the article “An Exploration of Trauma-Inclusive Pedagogy and Students’ Perceptions of Academic Success,” we will discuss the impact of trauma on student performance and approaches to promote embodied experiences for students in the classroom and during office appointments. Key topics will include the connection between trauma, disembodiment, and impaired learning; practical ways to support mind-body unity (embodiment) during classroom lessons and office appointments; and the “Regulate-Relate-Reason” trauma approach to interacting with students.

Session 1: Chapters 5 and 6, The Body Keeps the Score by Bessel van der Kolk
Session 2: Lynch, R. J. & Wojdak, K., (2023) “An exploration of trauma-inclusive pedagogy and students’ perceptions of academic success”, To Improve the Academy: A Journal of Educational Development 42(2): 6. doi: https://doi.org/10.3998/tia.2634

 All Temple instructors and staff are welcome!

Facilitators: Dana Dawson, Associate Director, CAT; Jeffrey Gehris, Associate Professor of Instruction, Health and Rehabilitation Sciences, CPH

This two-part workshop will take place in person on the following dates:

• Monday, October 6, 3:15 - 4:45 PM
• Monday, October 13, 3:15 - 4:45 PM

Registration for the first session serves as registration for the subsequent session.

The facilitators will share the text with participants prior to the session.