Call for Special Issue on Transformative Trauma-Informed Practices in Rural Schools
Keywords:
rural communities, rural students' mental health, trauma informed principlesAbstract
This is the call for manuscripts for the special issue of Theory & Practice in Rural Education to be published in fall 2023. The theme is Transformative Trauma-Informed Practices in Rural Schools. Guest editors are Loni Crumb, PhD (East Carolina University, College of Education); Jennifer C. Matthews, PhD (East Carolina University, College of Health & Human Performance); and Taryne M. Mingo, PhD (University of North Carolina at Charlotte, Cato College of Education).
Those interested in being considered for this special issue should submit a full manuscript to the TPRE system (http://tpre.ecu.edu) by March 27, 2023. Questions about possible topics or ideas should be sent to Dr. Loni Crumb (CrumbL15@ecu.edu). All submissions will go through the TPRE process of double-blind review by experts in the field. TPRE Author Guidelines: http://tpre.ecu.edu/index.php/tpre/about/submissions#authorGuidelines
References
Biddle, C., & Brown, L. M. (2020). Banishing “Siberia” and student seclusion: Leading trauma- informed systems change in a rural school. The Journal of Cases in Educational Leadership, 23(2), 85-97. https://doi.org/10.1177/1555458920910771
Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2018). Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science. https://doi.org/10.1080/10888691.2017.1398649
Centers for Disease Control and Prevention. (2021). Adverse Childhood Experiences Prevention Strategy. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention. https://www.cdc.gov/injury/pdfs/priority/ACEs- Strategic-Plan_Final_508.pdf
Crumb, L., Crowe, A., Averett, P., Harris, J. A., & Dart, C. (2021). “Look like you have it together”: Examining mental illness stigma and help seeking among diverse emerging adults. Emerging Adulthood, 9(6), 702-711. https://doi.org/10.1177/2167696819852563
Figley, C. R., & Ludick, M. (2017). Secondary traumatization and compassion fatigue. In S. N. Gold (Ed.), APA Handbook of Trauma Psychology (Vol. 1: Foundations in knowledge, pp. 573–593). American Psychological Association. https://psycnet.apa.org/doi/10.1037/0000019-029
Frankland, M. (2021). Meeting students where they are: Trauma-informed approaches in rural schools. The Rural Educator, 42(2), 51-71. https://doi.org/10.35608/ruraled.v42i2.1243
Huang, L. N.; Flatow, R.; Biggs, T.; Afayee, S.; Smith, K.; Clark, T.; & Blake, M. (2014).
SAMHSA’s concept of trauma and guidance for a trauma-informed approach. Substance Abuse and Mental Health Administration. https://store.samhsa.gov/sites/default/files/d7/priv/sma14-4884.pdf
Mullen, P. R., & Gutierrez, D. (2016). Burnout, stress and direct student services among school counselors. The Professional Counselor, 6(4), 344-359. https://doi.org/10.15241/pm.6.4.344
Walkley, M., & Cox, T. L. (2013). Building trauma-informed schools and communities.
Children & Schools, 35(2), 123–126. https://doi.org/10.1093/cs/cdt007
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