{"title":"学生对创伤相关课程内容的反应","authors":"Jessica D. Cless, Briana S. Nelson Goff","doi":"10.1080/13562517.2023.2259810","DOIUrl":null,"url":null,"abstract":"ABSTRACTHigher education courses frequently utilize trauma-related content material as part of the curriculum. To reduce the potential for secondary traumatic stress, it has been recommended that instructors be purposeful and cautious with the use of trauma-related materials in the classroom. Most recommendations for implementation of these materials are based on theory, as few empirical studies examine actual student reactions to this content. This study, guided by Hill's ABC-X Model, presents mixed methods survey data from undergraduate students enrolled in a trauma course across three semesters to measure trauma exposure and subjective reactions to course materials. Qualitative results indicated a range of emotional reactions to course content, with both positive and negative effects. Results support the notion that coping resources and appraisal of the content itself may influence how course content is experienced by students. Implications for teaching, policy, and future research are discussed.KEYWORDS: Traumatrauma-informedcollege teachingpedagogy Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported by a University Small Research Grant and a College of Human Ecology Faculty Research Grant, both through a large Midwestern university.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Student reactions to trauma-related course content\",\"authors\":\"Jessica D. Cless, Briana S. Nelson Goff\",\"doi\":\"10.1080/13562517.2023.2259810\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACTHigher education courses frequently utilize trauma-related content material as part of the curriculum. To reduce the potential for secondary traumatic stress, it has been recommended that instructors be purposeful and cautious with the use of trauma-related materials in the classroom. Most recommendations for implementation of these materials are based on theory, as few empirical studies examine actual student reactions to this content. This study, guided by Hill's ABC-X Model, presents mixed methods survey data from undergraduate students enrolled in a trauma course across three semesters to measure trauma exposure and subjective reactions to course materials. Qualitative results indicated a range of emotional reactions to course content, with both positive and negative effects. Results support the notion that coping resources and appraisal of the content itself may influence how course content is experienced by students. Implications for teaching, policy, and future research are discussed.KEYWORDS: Traumatrauma-informedcollege teachingpedagogy Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported by a University Small Research Grant and a College of Human Ecology Faculty Research Grant, both through a large Midwestern university.\",\"PeriodicalId\":22198,\"journal\":{\"name\":\"Teaching in Higher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2023-09-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching in Higher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/13562517.2023.2259810\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching in Higher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13562517.2023.2259810","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Student reactions to trauma-related course content
ABSTRACTHigher education courses frequently utilize trauma-related content material as part of the curriculum. To reduce the potential for secondary traumatic stress, it has been recommended that instructors be purposeful and cautious with the use of trauma-related materials in the classroom. Most recommendations for implementation of these materials are based on theory, as few empirical studies examine actual student reactions to this content. This study, guided by Hill's ABC-X Model, presents mixed methods survey data from undergraduate students enrolled in a trauma course across three semesters to measure trauma exposure and subjective reactions to course materials. Qualitative results indicated a range of emotional reactions to course content, with both positive and negative effects. Results support the notion that coping resources and appraisal of the content itself may influence how course content is experienced by students. Implications for teaching, policy, and future research are discussed.KEYWORDS: Traumatrauma-informedcollege teachingpedagogy Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported by a University Small Research Grant and a College of Human Ecology Faculty Research Grant, both through a large Midwestern university.
期刊介绍:
Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.