TRAUMA-SENSITIVE PEDAGOGY & PRACTICE NEWSLETTER 2 (OF 2)

TRAUMA-SENSITIVE PEDAGOGY & PRACTICE NEWSLETTER 2 (OF 2)

Alexandra Fidyk

This publication is the second of two newsletters published in this issue of Art/Research International. This newsletter is followed by a commentary and references for both newsletters. Funding from Research Impact Canada, VP Research & Innovation University of Alberta and the Kule Institute for Advanced Study mobilized evidence-informed knowledge from “Image, Body, and Voice: Supporting Girls’ Sense of Wellbeing,” a participatory poetic inquiry with grade-6 girls in an inner-city school in Alberta, through professional community engagement. At an afternoon workshop, held during spring break with in- service teachers, leaders, and parents/guardians, activities central to the research were shared for the goal of generating mutual benefit skills and knowledge. It offered experiential opportunities, including the creation of mini body maps, and a combination of strategies to support mental wellness, including culturally aware methods for diverse populations, intended for social inclusion and freedom from discrimination and violence. Newsletter 2, as research creation artifact, sought to support teachers, leaders, and families during the onset of COVID-19, when K-12 education moved to on-line delivery and health regulations required social distancing. The content shared beyond “Image, Body, & Voice” sought to support school staff and families through information about compassion fatigue, soul weariness, the power of play, the centrality of the body in healing, emotional regulation and traumatic events. This newsletter is one of two research documents provided as follow up to the attendees of both funded events.

2020

mental health, trauma, vagus nerve, Play, imagination, social emotional needs

10.18432/ari29542

Epidemiology and Health

Korean Society of Epidemiology

Arts in general