Capstone Project Title
Research has shown that trauma makes changes in our brain chemistry. In the space of teaching and learning, these changes can inhibit students from reaching their goals effectively. This research focused on addressing the questions: What are the key aspects of trauma-informed teaching, specifically for the immigrant population? What happens to the brain when it is dealing with trauma, Post Traumatic Stress Disorder (PTSD) or grief and how does that affect learning? With inspiration from Dr. Bessel van der Kolk’s book The Body Keeps the Score: Brain, Mind, Body and the Healing of Trauma and studies into the Polyvagal Theory by Dr. Stephen Porges, this capstone research brings neuroscience into the education arena. It highlights for educators what the effects of trauma look like in a classroom setting and what controls teachers have on ameliorating them for students. This research led into monthly Professional Learning Committee (PLC) meetings covering topics ranging from the core principles of trauma-informed teaching to the neurobiology of trauma to secondary traumatic stress and self-care. Attending the PLC meetings gave teachers, administration and professional development coaches the knowledge, tools and reflection time to hone trauma-informed practices.
Adult Education, ESL/ ELLs, Multicultural Education, Teachers/ Teaching
Crifasi, Lindsey Grace, "ENGAGING THE SAFETY SYSTEM OF THE BRAIN: TRAINING FOR TEACHERS OF IMMIGRANTS WHO HAVE EXPERIENCED TRAUMA" (2019). School of Education Student Capstone Projects. 407.
School of Education Student Capstone Projects