为监管和反思创造空间

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Phi Delta Kappan Pub Date : 2024-09-02 DOI:10.1177/00317217241282197
Maia Cucchiara, Mary Beth Hays
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引用次数: 0

摘要

随着人们对心理创伤及其对学生学习影响的认识不断提高,全国各地的学校都在实施对心理创伤敏感的做法。作者马娅-库奇亚拉(Maia Cucchiara)和玛丽-贝丝-海斯(Mary Beth Hays)介绍了在学校开展创伤敏感性实践的一种方法:设立恢复室,旨在帮助学生(和成人)恢复正常状态。恢复室不是用来管教学生的。相反,这些空间配备了小玩意儿、软地毯和垫子、灵活的座椅以及其他促进调节的材料。学校可以将这些空间作为应对学生和教职员工创伤、促进整体健康的更大努力的一部分。
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Creating a space for regulation and reflection
In response to the growing awareness of trauma and its impact on student learning, schools across the country are implementing trauma-sensitive practices. Authors Maia Cucchiara and Mary Beth Hays describe an approach to trauma sensitivity in schools: the creation of restoration rooms, spaces designed to help students (and adults) return to a state of regulation. Restoration rooms are not for disciplining students. Instead, they are spaces equipped with fidget toys, soft carpets and cushions, flexible seating, and other materials to promote regulation. Schools can use these spaces as part of larger efforts to respond to student and staff trauma and promote overall wellness.
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来源期刊
Phi Delta Kappan
Phi Delta Kappan EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
8.30%
发文量
143
期刊介绍: Kappan magazine is a benefit of membership in Phi Delta Kappa. As a PDK member, you’ll receive Kappan magazine in both print and digital format eight times a year. In addition, you receive complete online access to Kappan archives, as well as access to PDKConnect, the online community where you can comment on any Kappan article, join webinars with Kappan authors, and exchange ideas with other individuals as passionate about education as you are. Kappan does not sell individual subscriptions.
期刊最新文献
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