Introduction to Special Issue: Transformative Trauma-Informed Practices in Rural Schools

Authors

  • Loni Crumb
  • Jennifer Matthews East Carolina University
  • Taryne M. Mingo The University of North Carolina at Charlotte
  • Julia Lynch University of North Carolina Wilmington https://orcid.org/0009-0007-9260-108X

DOI:

https://doi.org/10.3776/tpre.2023.v13n2pi-vii

Keywords:

introduction, trauma, rural

Author Biographies

Loni Crumb

I am a Licensed Clinical Mental Health Counselor and Associate Professor in the Counselor Education Program at East Carolina University. My areas of interest include counseling in rural areas, rural education, and promoting holistic wellness for underserved populations. I serve as a Research and Innovation Associate in the ECU Rural Education Institute. My motivation to serve as a guest editor of this special issue is to highlight ways to collectively respond to the mental health concerns of rural residents who have persistently been without or have not had access to adequate and quality mental healthcare.

Jennifer Matthews, East Carolina University

I am an ECU professor in the Department of Health Education and Promotion and a certified Community Resiliency Model (CRM) Trainer. I am a substance use researcher focusing on the impact of trauma and resilience.  As a public health researcher committed to empowering communities, it is important to conduct research that can be translated into practice meaningfully, particularly in rural areas where resources are scarce. As a guest editor in this special issue, I was allowed to highlight those researchers focusing on rural spaces and providing foundational knowledge on challenges associated with addressing mental health issues in rural communities.

Taryne M. Mingo, The University of North Carolina at Charlotte

I am a Licensed Professional Counselor (MO), Assistant Professor, and Director of the School Counseling program in the Department of Counseling at UNC Charlotte. My research interests at the K-12 level of education include supporting inclusive classrooms and schools, specifically for elementary-aged students of color, and addressing the academic, social, and emotional needs of children and adolescents. I am honored to serve as guest editor of this special issue. I believe this privilege allows me to ensure that diverse representations of ideas and methodological frameworks are given space in academia. Specifically, these opportunities can be significant in providing context-specific, mental health-related recommendations for residents in rural areas. 

Julia Lynch, University of North Carolina Wilmington

I am a Licensed Teacher, Assistant Professor, and Program Coordinator in the Department of Educational Leadership within the Curriculum & Instruction concentration at UNC-W. As an educator, I focus primarily on under-resourced rural schools that serve primarily Black and Brown communities. My research interests are teacher identity and pedagogical practices within rural education contexts. I considered it a privilege to serve as guest editor on this special issue, ensuring that culturally responsive and inclusive research and methodology highlight high-impact practices in rural educational spaces.

References

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, 23(4), 307–337. 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

Crowe, A. & Kim, T. (2020). Ethnicity, life satisfaction, stress, familiarity, and stigma toward mental health treatment. Journal of Counseling & Development, 98(1), 83–93. https://doi.org/10.1002/jcad.12302

Crumb, L., Appling, B., Jones, S. (2021). Don’t wait, communicate: Rural school counselors and disaster mental health. Professional School Counseling, 25(1). https://doi.org/10.1177/2156759X211023119

Crumb, L., Mingo, T., Crowe, A. (2019). “Get over it and move on”: The impact

of mental illness stigma in rural, low-income United States populations. Mental Health & Prevention, 13, 143-148. https://doi:10.1016/j.mhp.2019.01.010

Duane, A., Casimir, A. E., Mims, L. C., Kaler-Jones, C., & Simmons, D. (2021). Beyond deep breathing: A new vision for equitable, culturally responsive, and trauma-informed mindfulness practice. Middle School Journal, 52(3), 4–14. https://doi.org/10.1080/00940771.2021.1893593

Fears, A., Henry, S., & Grimes, T. (2023). A Rural Ecological School Counseling Framework. Professional School Counseling, 27(1). https://doi.org/10.1177/2156759X231202494

McKeown, B., & Thomas, D. (2013). Q methodology (2nd Ed.). Sage. https://doi.org/10.4135/9781483384412

Mingo, T.M. & Cofield, D. (2023). Developmental and social considerations when conducting research with children and adolescents. In B. Zyromski & C. Dimmitt (Eds.). Research in Schools: Advancing the evidence-base for the school counseling profession (pp. 97-116). Oxford Press. https://doi.org/10.1093/oso/9780197650134.003.0005

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

Substance Abuse and Mental Health Services Administration. Trauma-Informed Care in Behavioral Health Services. Treatment Improvement Protocol (TIP) Series 57. HHS Publication No. (SMA) 13-4801. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014.

Ruble, L., McGrew, J., Fischer, M., Findley, J., & Stayton, R. (2023). School and intrapersonal predictors and stability of rural special education teacher burnout. Rural Special Education Quarterly, 42(3), 124–135. https://doi.org/10.1177/87568705231180885

Simmons, D. (2021). Why SEL Alone Isn't Enough. Educational Leadership, 78(6), 30–34.

Sweeny, K. (2008). Crisis decision theory: Decisions in the face of negative events. Psychological Bulletin, 134(1), 61–76. https://doi.org/10.1037/0033-2909.134.1.61

Downloads

Published

2023-10-27

How to Cite

Crumb, L., Matthews, J., Mingo, T., & Lynch, J. (2023). Introduction to Special Issue: Transformative Trauma-Informed Practices in Rural Schools. Theory & Practice in Rural Education, 13(2), i-vii. https://doi.org/10.3776/tpre.2023.v13n2pi-vii

Issue

Vol. 13 No. 2 (2023): Transformative Trauma-Informed Practices in Rural Schools

Section

Introduction

License

Copyright (c) 2023 Taryne M. Mingo, Loni Crumb, Julia, Jennifer Matthews

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Copyright Notice

Articles will be published using a Creative Commons Attribution Non-commercial Sharealike license. (For more information on this license, please visit the Creative Commons license page.) Please also note that the authors are explicitly granting permission for Academic Library Services to store a copy of the article in The ScholarShip, ECU's Institutional Repository under the terms of the current ScholarShip license. As a North Carolina agency, ECU contributes copies of all publications to the North Carolina State Archives.