Annotated Bibliography Social Justice: Effects Of Trauma Among Children

Question

Task: For this assessment you will select from a topic related to social justice in education, narrow it down to something that interests you and find and annotate 5 key scholarly peer-reviewed articles in the field.

Topics for annotated bibliography
For this assessment you must select one of the following topics related to social justice in education, narrow it down to something that interests you and find and annotate 5 key scholarly, peer-reviewed articles in the field. You can select one of these from the reading list in EDU5SJE. Approx. 1500 words.

You will find the broad topic headings under Full Reading List. Once you select your broad heading, identify which required readings (are fully peer-reviewed (some are links to websites or policy documents – these are not scholarly texts, though interesting). At least two of these required readings need to be included in your five selected articles. The other ones you will need to find by yourself.

However, these topics are too broad. Now you need to narrow this topic down. For instance, if you pick the broad topic gender and sexuality, you can focus further. For example, you could choose to read and annotate five articles on the topic of bullying experienced by LGBQT students, or how to increase girls studying in STEM. These are very different topics, so you can see why that broad topic would need to be narrowed down.

You’ll find information on how to write an annotated bibliography below, but in general, these include an alphabetical ordered bibliography (using APA6). Below each bibliographic entry you will write approximately 300 words that includes but goes beyond summarising the text, including some critique and your response to the publication.

I have listed a selection of large topics below with some ideas about how to narrow them down underneath each one. The more focussed you are the more you can effectively search for information on your topic. Please remember to

- Look for recent publications (2010 and onwards unless you are choosing articles that are considered ground-breaking)
- At least some Australian sources
- Scholarly publications (e.g. from journals and peer reviewed publications) rather than websites or Wikipedia
- Where possible, authors from the group being written about (e.g. if you are writing on Indigenous kids it is best to find articles by Indigenous authors.

You will find more information about how to write an annotated bibliography at the bottom of the assessment tile under assessment help guide. These are just suggestions.

community engagement
social justice in education
social class
refugees and asylum seekers
race and culture

Answer

Introduction
This annotated bibliography social justice main objective is to provide annotated bibliography to the given topic which is based on trauma informed positive education. The bibliography is based upon 5 references chosen by us which are taken from scholarly articles which are cited and then annotated. These citations are of the scholarly articles are about trauma and the various causes and effects of trauma among children and the need of establishing trauma informed colleges or schools.

Summary 1: Cavanaugh, B. (2016). Trauma-informed classrooms and schools. Beyond Behavior, 25(2),41-46.

In the above mentioned articlerefered in this annotated bibliography social justice the writer, Cavanaugh, has clearly described how thetrauma informed schools or classroom actually work or these are like.

The writer at first raises the various issues and concerns about child trauma. Using many statistical approaches the writer suggests how trauma has become a major matter of concern among the children. The writer talks about how trauma can affect the child on a long term which is also called post traumatic stress disorder. Trauma among children can lead them to various emotional, psychological or any other kinds of disorder. Thus, the writer highlights the need of a trauma informed classroom or school. Various kinds of trauma may include neglect, exposure to violence in school or in house, sexual abuse or any other kind of abuse. In most of the cases refugees who have suffered from famine, flood, attacks, displacements or shortage of food are vulnerable to be traumatic(). The writer also gives details about ACE (adverse childhood experience) and the causes and effects of these. The writer provided the statistics explaining the condition of society when it comes to ACEs.

Summary 2 : Brunzell, T., Waters, L., & Stokes, H. (2015). Teaching with strengths in trauma-affected students: A new approach to healing and growth in the classroom. American Journal of Orthopsychiatry, 85(1), 3.

According to Brunzell, Waters & Stokes, 2015,whose work is referred in this annotated bibliography social justice the role of classrooms and teaching in particular, for curing trauma-affected students, has been discussed. According to the United States’, The National Child Traumatic Stress Network, it has been reported that up to around 40% students have experienced or have undergone some kind of trauma in their life. They have been undermined, sexually abused, disregarded. They have been through violence, substance abuse or death due to suicides and other things like that even at their small ages. Therefore, they have been severely affected, both physically and mentally. This has lead to lack of attention and conduct, irritable mood in the classroom and school premises. Other such activities can be defiant and aggressive behavior, argumentative and spiteful reaction to everything as well as hyperactivity disorder. Their ability of maintain healthy relationships, social engagement and participation have been negatively influenced because of traumatic stress. This article lays focus on importance of classrooms in healing students after their acute and critical traumatic state. It is a new approach for bring trauma struck students back to normalcy. The authors aim at highlighting the significant position of classrooms for post-traumatic students, where they can socially intervene and heal themselves with the aid of special educational techniques. Using positive psychologies, teachers can promote growth and development of such students with the help of scientific, practical teaching methods. Educational involvement will help lead to a powerful character build-up of and provide emotional strength to such students. Their affected mindsets can be provided with a new and positive direction. Therefore, such schools can act as both academic institutions and healing institutions.

Summary 3: Haas, L. (2018). Trauma-Informed Practice: The Impact of Professional Development on School Staff (Doctoral dissertation, University of St. Francis).

According to Haas, 2018 in this annotated bibliography social justice, emotional traumas, physical violence and sexual abuse have become a common experience for many, during childhood. Out of them, many children can experience harmful post-traumatic effects. For example, acts of terror at schools can create a dangerous impact on students. According to a recent study, most common behavioral and emotional disorder found in maltreated students was emotional disturbance. Post-traumatic effects at school can be attendance problems, social and emotional impairment, aggression as well as depression and other such negative problems. In this article, various systems and agencies, that can be helpful in alleviating traumatic stress in students, have been discussed. Children who have been through traumatic events can be helped in their recovery with the aid of a positive and productive education paradigm. Traumatic events pose a harmful effect on their mindsets. The functioning of their daily lives can be badly influenced because of such events. This article focuses mainly on the development of effective strategies which can allay the impact of traumas in children’s lives. Research-based strategies and plans in major educational settings can support such students. According to the American Psychological Association, trauma can be described as “an emotional response to a terrible event.” A trauma-informed system should be created and affected students should be screened and counseled properly. Traumas can affect not only the student but also their families, friends, societies and schools. A constructive perspective towards academic and rehabilitating education system needs to be adopted, which can help in recovering their physical as well as metal health. By taking effective measures like following trauma-informed educational operations, educators can lead to progress of students, both health-wise and education-wise.

Summary 4: Brunzell, T., Stokes, H., & Waters, L. (2016). Trauma-informed flexible learning: classrooms that strengthen regulatory abilities. International journal of child, youth and family studies, 7(2), 218-239.

According to Brunzell, Stokes & Waters, 2016 reffered in this annotated bibliography social justice, traumas can severely affect a human, especially adolescents and children. It undermines their faith and belief regarding the world and its people. In this study, The Trauma-Informed Positive Education (TIPE) approach has been pursued for understanding and implementing a flexible learning method so that students adversely affected by traumas of different types can be helped to come back to normalcy. TIPE aims at guiding educators in establishing and promoting potent classrooms which will help in nourishing students’ regulatory abilities. Training should be provided to students on self-regulation and stress responding. In this article, a research undertaken with nine teachers operating in a trauma-affected learning institution has been talked about. By using this research methodology, the effectiveness and outcomes of such measures have been explored. Apart from this, meditations should be conducted in the school to improve the mental health of students and help them regain emotional stability. Practicing mindfulness in between school hours can be significant in creating a calm and healthy environment. Teachers should focus on creating a friendly environment at all the learning institutions, by taking some proactive steps. Students’ feelings need to be well understood so that suitable measures can be taken according to the individual student’s need. The psychological, neurological and physical damage which has been caused due to trauma can be somewhat resolved through effective therapies, counseling and some such treatment schemes and ideas. Successful education and learning of affected students can be made possible by using fruitful and fruitful educational pathways. The requirements of social engagement and behavior improvement can be met. The regulatory abilities of a student need to be strengthened. This article explores various actions undertaken by teachers for promoting student welfare.

Summary 5: Brunzell, T., Stokes, H., & Waters, L. (2018). Why Do You Work with Struggling Students? Teacher Perceptions of Meaningful Work in Trauma-Impacted Classrooms. Australian Journal of Teacher Education, 43(2), 116-142.

According to Brunzell, Stokes & Waters, 2018 as refferd in this annotated bibliography social justice, teachers educating students disabled due to traumatic events aim at bringing a social improvement. They often struggle while working with trauma-affected students in a numerous ways. They face problem while dealing aggressive and ignorant students. Implementation of flexible education setting is also a challenging task when working with repulsive children. Such educational institutions should mainly focus on the healing of severe childhood traumatic effects in their daily lives. In this article, importance of meaningful work for teachers has been discussed. Understanding the importance between educational pedagogy and increasing the meaning of work, is relevant for creating an environment helpful for both the teachers and the students. If the teachers are not able to effectively deal with their students and if there are no productive results or outcomes of their efforts, then the teachers would not find any meaningfulness of their work. This can lead to decrease in work motivation and inefficiency of teachers as they will not feel the satisfaction and pleasure of doing their work properly. They may feel lack of motivation due to their inability as a teaching professional, in employing education practice strategies. A study was undertaken and results helped in understanding the need and reasons of teacher dissatisfaction. They can find meaning in their work by being able to fulfill their students’ needs and requirements and successful in properly coping up with the strategies implemented in the educational setting. The four tools for making workplace meaningful are self connection, unification, individuation and contribution. These four tools have been discussed about. Hence, this article helps in understanding the contentment of teachers regarding the well being of workplace.

Conclusion
As we reach the conclusion of this annotated bibliography social justice, we have clearly seen how the given citations and annotations completely establishes the concepts relevant to the given topic of trauma informed schools. The trauma among children can be ghastly and horrific for their future. It can not only lead to heart diseases and alcoholism among them in the future but also can lead them to committing suicide. Thus the above articles reffered in this annotated bibliography social justice deal with the issue quite effectively. Annotated bibliography assignments are being prepared by our experts from top universities which let us to provide you a reliable assignment help Australia service.

References
Brunzell, T., Stokes, H., & Waters, L. (2016). Trauma-informed flexible learning: classrooms that strengthen regulatory abilities. International journal of child, youth and family studies, 7(2), 218-239.

Brunzell, T., Stokes, H., & Waters, L. (2018). Why Do You Work with Struggling Students? Teacher Perceptions of Meaningful Work in Trauma-Impacted Classrooms. Australian Journal of Teacher Education, 43(2), 116-142.

Brunzell, T., Waters, L., & Stokes, H. (2015). Teaching with strengths in trauma-affected students: A new approach to healing and growth in the classroom. American Journal of Orthopsychiatry, 85(1), 3.

Cavanaugh, B. (2016). Trauma-informed classrooms and schools. Beyond Behavior, 25(2),41-46.

Haas, L. (2018). Trauma-Informed Practice: The Impact of Professional Development on School Staff (Doctoral dissertation, University of St. Francis).

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