Search

The COVID-19 pandemic has revealed the troubling fact that many students struggle to pay attention to literacy learning while they are in situations of extreme duress. This duress did not begin with pandemic, nor will it end with it. Neither is duress distributed at random; those negatively affected by the nation's prejudices, as a general rule, are under more duress than those who reap the benefits of these systems. To achieve an equitable curriculum, we must teach with the attentional needs of those under duress in mind. This article explores how writing instructors can develop curricula that work with these needs. It looks at research on learning under duress as well as student work that was written in crisis, building upon the strengths of those under duress (who often, for example, write with a sense of urgency and keen awareness of their immediate surroundings) instead of trying to "cure" what we may perceive as weaknesses. A curriculum that speaks to the strengths of students with these experiences will be vital both during the pandemic and beyond it.

BACKGROUND: Diaphragmatic hernia (DH) presenting acutely can be a potentially life-threatening condition. Its management continues to be debatable. METHODS: A bibliographic search using major databases was performed using the terms emergency surgery diaphragmatic hernia, traumatic diaphragmatic rupture and congenital diaphragmatic hernia. GRADE methodology was used to evaluate the evidence and give recommendations. RESULTS: CT scan of the chest and abdomen is the diagnostic gold standard to evaluate complicated DH. Appropriate preoperative assessment and prompt surgical intervention are important for a clinical success. Complicated DH repair is best performed via the use of biological and bioabsorbable meshes which have proven to reduce recurrence. The laparoscopic approach is the preferred technique in hemodynamically stable patients without significant comorbidities because it facilitates early diagnosis of small diaphragmatic injuries from traumatic wounds in the thoraco-abdominal area and reduces postoperative complications. Open surgery should be reserved for situations when skills and equipment for laparoscopy are not available, where exploratory laparotomy is needed, or if the patient is hemodynamically unstable. Damage Control Surgery is an option in the management of critical and unstable patients. CONCLUSIONS: Complicated diaphragmatic hernia is a rare life-threatening condition. CT scan of the chest and abdomen is the gold standard for diagnosing the diaphragmatic hernia. Laparoscopic repair is the best treatment option for stable patients with complicated diaphragmatic hernias. Open repair is considered necessary in majority of unstable patients in whom Damage Control Surgery can be life-saving.

Abstract Background Diaphragmatic hernia (DH) presenting acutely can be a potentially life-threatening condition. Its management continues to be debatable. Methods A bibliographic search using major databases was performed using the terms “emergency surgery” “diaphragmatic hernia,” “traumatic diaphragmatic rupture” and “congenital diaphragmatic hernia.” GRADE methodology was used to evaluate the evidence and give recommendations. Results CT scan of the chest and abdomen is the diagnostic gold standard to evaluate complicated DH. Appropriate preoperative assessment and prompt surgical intervention are important for a clinical success. Complicated DH repair is best performed via the use of biological and bioabsorbable meshes which have proven to reduce recurrence. The laparoscopic approach is the preferred technique in hemodynamically stable patients without significant comorbidities because it facilitates early diagnosis of small diaphragmatic injuries from traumatic wounds in the thoraco-abdominal area and reduces postoperative complications. Open surgery should be reserved for situations when skills and equipment for laparoscopy are not available, where exploratory laparotomy is needed, or if the patient is hemodynamically unstable. Damage Control Surgery is an option in the management of critical and unstable patients. Conclusions Complicated diaphragmatic hernia is a rare life-threatening condition. CT scan of the chest and abdomen is the gold standard for diagnosing the diaphragmatic hernia. Laparoscopic repair is the best treatment option for stable patients with complicated diaphragmatic hernias. Open repair is considered necessary in majority of unstable patients in whom Damage Control Surgery can be life-saving.

This paper explores the impact of the Russia-Ukraine war on Russia's academic sector, relying on the limited evidence available. The invasion has triggered an academic exodus from Russia, with both immediate and far-reaching consequences. These consequences range from the interruption of ongoing research projects and the termination of international collaborations to the emergence of an intellectual void, raising concerns about the future of academic pursuits in Russia. Conventional models for understanding academic mobility, which primarily focus on professional and economic incentives, prove inadequate in accounting for the complexities introduced by geopolitical strife, international sanctions, and curtailed academic freedoms. This paper calls for an interdisciplinary approach incorporating perspectives from political science, sociology, and international relations for a richer understanding of academic migration in conflict-affected settings. The Russia-Ukraine war serves as an important case study, shedding light on the vulnerabilities of academic sectors, even in the aggressor country where the physical conflict is not occurring, and offering broader insights for the field of academic mobility.

Background : The current UK standard for major trauma patients is to record notes in a paper trauma booklet. Through an innovative collaboration between a major trauma centre and a digital transformation industry partner, a TraumaApp was developed. Electronic notes have been shown to have fewer errors, granular data collection and enable time stamped contemporaneous record keeping. Implementation of digital clinical records presents a challenge within the context of trauma multidisciplinary trauma resuscitation. Data can be easily accessible and shared for quality improvement, audit and research purposes. This study compared paper and electronic notes for completeness and for acceptability data following the implementation of the TraumaApp. Methods: Trauma team members who performed scribe function attended training for the newly launched TraumaApp. Two staff members acted as scribe, using either the paper trauma booklet or TraumaApp, and attended major trauma calls. A framework for comparison of paper and electronic notes was created and used for a retrospective review of major trauma patients' notes. Statistical analysis was performed using a two-tailed t-test. Staff using the TraumaApp completed a System Usability Score questionnaire. Results: There was a total of 37 data points for collection per case. The mean numbers collected were paper notes 24.1 of 37 (65.1%) and electronic notes, 25.7 of 37 (69.5%). There was no statistical significance between the completeness of paper and electronic notes. The mean System Usability Score was 68.4. Discussion: Recording accurate patient information during a major trauma call can be challenging and the role of the scribe to accurately record events is critical for immediate and future care. There was no statistically significant difference in completeness of paper and electronic notes, however the mean System Usability Score was 68.4, which is greater than the internationally validated standard of acceptable usability. Conclusion: It is feasible to introduce digital data collection tools enabling accurate record keeping during trauma resuscitation and improve information sharing between clinicians. [ABSTRACT FROM AUTHOR]

Patriarchy is a multifaceted concept and when we examine it through feminist discourse, it loses its authority. Patriarchy aborts all avenues of individuation for women and engulfs her into the complex web of domesticity, thereby glorifying all forms of self- abnegation. A close study of the intertwined concepts of 'marriage' and 'motherhood' within the institution of patriarchy, gives birth to further research about the analysis of the inter-related concepts of 'anonymity' and 'madness' with respect to "the great confinement" of women. Literary accounts have often been the rich storehouses of the physical and emotional response of the patients and this has often been an eye opener to the medical professionals. Many autobiographical accounts examine and document the inhuman nature of the patriarchal modes of medical treatment given to women, especially in case of treating hysteria. This paper is a critical investigation into these interlocking concepts, as reflected in the autobiographical short story "The Yellow Wallpaper" by Charlotte Perkins Gilman. The story unveils the failure of the inhuman "rest cure" treatment suggested to the patients of postpartum depression. The therapeutic fallacy of the patriarchal modes of treatment prescribed for women, as revealed in the text under consideration, becomes even more complex when we view it through Foucauldian paradigms. Ironically, the traumatized unnamed woman narrator, who becomes the representative of nineteenth century women, rebels against patriarchy and ultimately finds her freedom through insanity. Accordingly, when we dissolve the patriarchal prejudices of gender-based binaries, "the great confinement" of the 'feminine' explodes and the 'female' is born. [ABSTRACT FROM AUTHOR]

This paper focuses on the play, "Pictures of That Summer ('Ano natsu no e')," which is inspired by the "Paintings of the Atomic Bomb" project in Hiroshima. Through an analysis of its dramatization, the paper develops a theoretical framework for investigating the generation of the collective memory of catastrophes through works of art. In this light, through interviews, it then examines the experiences of professional actors involved in the dramatization. The actors struggle with the difficult task of constructing a communicative activity which conveys the memories of survivors, in a secondary manner, on stage. The paper discusses the means employed to address this challenge, and shows that intergenerational boundary crossing with respect to the transmission of the memory of catastrophes is supported by the crossing of boundaries between various educational fields, such as schools, museums, and theaters, and between various representations, in oral, pictorial, and theatrical form.

According to the World Health Organization, there are currently more than 55 million people living with dementia worldwide, and this figure is expected to triple by 2050. Recent studies suggest that there may be a link between childhood trauma (which refers to exposure to overwhelmingly stressful experiences before the age of 18 years) and the onset of dementia in later life. Therefore, in communities caring for persons living with dementia, some residents may have been exposed to trauma in childhood. Currently, there is an increasing awareness of the negative impact of childhood trauma on later adult health and well-being, and a corresponding recognition of the need for services, including for dementia care, to be trauma-informed. In the last decade, the Montessori Method has become established as a legitimate approach to elder/dementia care. However, it has not yet been examined as a trauma-informed approach. The aim of this paper is to address that gap by (a) highlighting how Maria Montessori took steps to integrate interdisciplinary knowledge of trauma into her Method when she began to understand the potential of childhood trauma to adversely impact adult health and well-being, and (b) outlining how the Montessori Method, when applied to dementia care, incorporates many of the core principles of trauma-informed practice. This paper concludes that the Montessori Method for dementia care has the built-in capacity to be trauma-sensitive and trauma-responsive, but that its ongoing rollout should follow Montessori's lead by specifically integrating knowledge about the neurobiology of trauma into its training programs.

Field trips to augment in class learning hold valuable learning opportunities and can be transformative when observing context is important to understanding complex issues such as mental health and addiction. However, student reflections papers written after participating in the field trip were reviewed over a five-year period and identified that this form of experiential learning also resulted in harm to some social work students. Using a phenomenological approach (van Manen, 1990) to secondary data analysis, 53 papers identified four clusters of meanings related to discomfort, appreciation/ambivalence/regret, personal experiences of trauma and power. These individual experiences collectively raised larger questions around social work pedagogy and how educators should prepare students when confronted with distressing situations. We wondered to what degree witnessing such conditions became either a transformative experience as described by Rone (2008) or re-enacted individual experiences of past trauma. With field experience a pedagogical cornerstone to a career in Social Work, we advocate for ethically balancing between safeguarding students from feeling acute distress or re-experiencing trauma as a result of field trips, while ensuring they are professionally prepared to enter the profession upon graduation.

This conceptual paper introduces the Mindful Interactions (MI) tool designed to enable university teaching academics to promote student mental health and in so doing, impact positively on academic outcomes. The MI tool is comprised of three elements: "understandings" to provide theoretical guidance which inform pedagogy, "practices" to provide strategies for translating theory into practice, and "guiding principles" which provide a catalyst for critical reflexion, challenge existing beliefs, and create a shared vision from which to work. Relationships are at its core, acknowledging that university students report teacher-student relationships as key to their mental health. Issues related to university student mental health, of which psychological distress is an important component, have been well documented and exacerbated since the onset of COVID-19, increasing demands on universities to meet student mental health needs. It is contended in this paper that understanding the causes of psychological distress, particularly in relation to Adverse Childhood Experiences, offers an alternative lens through which to view student mental health. This lens suggests additional ways of thinking about how university teaching academics and universities might proactively respond to student mental health needs. Cultural Historical Activity Theory informed the theoretical framework for the study, whilst two 'approaches' (the 'Three Pillars of Trauma-informed Care' and 'Trust Based Relational Intervention') along with associated trauma literature underpinned the development of the MI tool.

Existing research evidence pertaining to the occupational therapy (OT) role with adventure-based outdoor activities for military veterans and the authors' positive experience serving members of a non-profit veteran-run organization that promotes rehabilitation archeology suggest that outdoor rehabilitation for this client population is a promising avenue for the profession. Moreover, students' exposure to outdoor experiences designed for military veterans as well as other populations presenting with physical and mental health conditions has the potential to significantly augment OT curriculum by impacting both the learning trajectory and personal transformation of the students. This paper describes a unique service-learning experience involving graduate OT students who engaged with and provided services to veterans participating in archeological fieldwork, as well as the impact of this experience on the students.

The paper illustrates the digital narratives of 219 Black students within the K-12 educational setting of a large West coast state in the United States. The researchers employed the method of storytelling to analyze Instagram posts created by students, which aimed to shed light on the various forms of injustice experienced by Black students. These online contributions effectively revitalized the significance of Black students' narratives and encounters with racism. The authors posit that educational institutions should reconsider their approach to mitigating the negative consequences encountered by Black students within educational environments. The present study serves as a call to action for educators and stakeholders to confront systemic anti-Blackness and create inclusive educational environments that prioritize the well-being and success of all students. Through collective effort and a commitment to antiracist practices, we can work towards a more equitable and just educational system. Addressing objectification and Whiteness requires a comprehensive approach that surpasses individual actions. Educators must acknowledge the ramifications of racially insensitive behavior and its impact on Black students in K-12 environments.

In this article we discuss how the design of a higher education language course can challenge the power of sentimentality in the classroom. In particular, the paper analyses the role of literature in intercultural language education through the lens of affect theory, while focusing on minimizing sentimentality in the classroom, especially when the literary texts used confront students with trauma-related content involving human rights abuse, death and suffering, and trigger discomforting emotions in students such as sadness, anguish, fear and more. We suggest that it is important for educators and students in higher education to recognize the affective and biopolitical dimensions of literature teaching in intercultural language education. This is illustrated through the design of an English language course syllabus in an Argentinian higher education setting. The paper concludes with a discussion of the curricular and pedagogical implications for intercultural language education.

On 23 December 1994, the UN General Assembly adopted a plan of action for the United Nations decade for human rights education (HRE). 30 years later, this challenge is still increasing. As Hannah Arendt pointed out, human rights are valuable only as political rights, not for abstract individuals but for natural communities. While HRE in schools and classrooms is in focus, the context of adult education transfers philosophical and political thoughts into an educational context, particularly concerning biographical traumatic situations such as refuge and expulsion. Therefore, this paper presents and explains adult education approaches which facilitate coping strategies with ethical perplexities by evaluating the 30 Articles of the UNO Declaration of Human Rights of 1948.

Copyright of Turkish Journal of Trauma & Emergency Surgery / Ulusal Travma ve Acil Cerrahi Dergisi is the property of KARE Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The impacts of childhood trauma and adverse childhood experiences can have devastating consequences on students' learning and wellbeing. Pairing this alongside the negative and vicarious impacts of secondary traumatic stress on teachers and school leaders, efforts towards whole school change are complex endeavours. The extant literature from trauma-informed practice for school leadership provides useful frameworks for leaders to understand their guiding roles within trauma-affected communities. However, trauma-informed practices require further enquiry and better integration with systems-aware perspectives. A systems-aware approach to school leadership positions leaders within the dynamic systems in which their schools are embedded. It helps leaders to navigate the networked patterns of relationships within their communities. Given impacts of intergenerational poverty, racism, childhood trauma and long-standing educational inequity, community devastation from natural events such as droughts and bushfires, plus the world-wide uncertainty of the COVID-19 pandemic, there are many complex factors that now require systems-aware perspectives to address compounding systemic concerns. In order to contribute to the advancement of both trauma-informed leadership and systems-aware leadership, this paper makes the case for integrating these fields within school contexts. Predicated on a systematic literature review and novel theorising, this paper explores how a new practice framework for a trauma-informed integral response to bolster school leaders can be used to benefit whole communities.

Negative life events are unpleasant, stressful, and uncontrollable experiences found to be risk factors for increased psychological distress and decreased life satisfaction in college students. In addition, distress and life satisfaction are closely related to college students' quality of life and academic performance. Conversely, positive psychological states have been hypothesized to buffer the effects of negative life events. Data from 738 college students in the U.S. were analyzed to examine the moderating effects of three positive psychological variables on negative life events: optimism, hope, and gratitude. The results showed that negative life events positively predicted distress and negatively predicted life satisfaction. The results also revealed that optimism, hope, and gratitude moderated the effects of negative life events. The authors conclude that the evidence supports positive psychology interventions in college counseling to combat the effects of negative life events through the positive psychological states of optimism, hope, and gratitude. The specific clinical implications for practicing counselors and educational settings are suggested. [Paper presented by Eurasian Congress of Positive Psychology (2nd, Istanbul, Turkey, May 12-14, 2017).]

As a picture of childhood composed from the point of view of a young boy named Freddie, who suffers the effects of repeated and ongoing trauma, the experience of reading "The Freddie Stories" presents a number of interpretive challenges: its main character is often split and in various states of disassociation, the difference between dreaming and waking life is not always obvious, multiple monsters appear in different and changeable forms, and as Freddie experiences repeated difficulties with language and cognitive function, his traumatic past enfolds upon the time in which the story is set. In this paper, we analyze how undergraduate readers in teacher education engage with Barry's text, and how their experience of reading about trauma effectively mirrors the psychological effects of Freddie's suffering: getting lost in the text, being at a loss for words, reading in a state of enfolded temporality. Given how trauma disarticulates the self, this paper investigates how Barry's text disarticulates the adult's reading experience.

A structured reporting system which is based on a uniform template will permit uniform data collection and future statistics and will facilitate and validate independent or comparative audit of performance and quality of care. The successful establishment of a multi-center registry depends on the development of a concise data entry form, data entry system and data analysis to continuously maintain the registry. In the first phase we introduced the paper data collection form, in second phase this data form was converted to an electronic interface. In this second phase of the study the paper proforma which was developed in the first phase was converted into an electronic database by using the FileMaker Pro 13 Advanced®. The FileMaker Pro 13 Advanced® is capable to store the data, provides user friendly interface to enter data and can be converted the standalone runtime program to install in any other computer system. The next step is to explore the possibility whether it would be feasible to use this as a multi-center traumatic brain injury registry.

Racial trauma has become a common topic of discussion in professional counseling. This concept is also known as race-based traumatic stress, and it addresses how racially motivated incidents impede emotional and mental health for Black, Indigenous, and people of color (BIPOC). Research about this topic and strategies to reduce its impact are substantial in the field of psychology. However, little research about racial trauma has been published in the counseling literature. The intent of this paper is to provide an in-depth perspective of racial trauma and its impact on BIPOC to enhance professional counselors' understanding. Strategies for professional counselors to integrate into their clinical practice are provided. In addition, implications for counselor supervisors and educators are also provided.

Mauri Tui Tuia is a professional development programme established by the first and second authors who are a Registered Arts and Dance Movement Therapist and a Registered Music Therapist respectively. Mauri Tui Tuia seeks to empower educators to develop a kete of tools to support children in building resilience and maintaining wellbeing, through the medium of trauma-informed music and dance movement therapies. In this paper we discuss the theories that underpin the mahi (work) and give a broad overview of some of the ways our unique collaborative practices can potentially provide sustainable support for our communities in the wake of traumatic events, including the COVID-19 pandemic.

Ernst Papanek (1900-1973) was an Austrian pedagogue who, between 1938 and 1940, was responsible for children's homes in France he directed for the OSE (Oeuvre de secours aux en-fants). In these children's homes at Montmorency, close to Paris, Papanek tried to treat the traumatized children who had lost their homes, their parents, and those who struggled with their own identities that had been called into question by ideological propaganda and personal experiences alike. Papanek decided to give their souls a new home and not only intended to keep them physically alive but also to use a new form of therapy that was supposed to treat the children as a group. In 1940, Papanek had to escape from France, via Spain and Portugal, to the United States, and he tried to rescue the children by bringing them across the Atlantic as well. However, when he advocated for the idea to continue their treatment as a group in a children's home like the ones he had run in France, he met with resistance, as such approaches were uncommon in the United States, where social workers sought to separate the children and have them adopted into different foster families nationwide. This paper describes this transatlantic "struggle of ideas" when it comes to the role of group therapy for traumatized children and the positive impact of such children living collectively in homes.

Background: Delivery of major trauma care is complex and often fast paced. Clear and comprehensive documentation is paramount to support effective communication during complex clinical care episodes, and to allow collection of data for audit, research and continuous improvement. Clinical events are typically recorded on paper-based records that are developed for individual centres or systems. As one of the priorities laid out by the Scottish Trauma Network project was to develop an electronic data collection system, the TraumaApp was created as a data collection tool for major trauma that could be adopted worldwide.Methods: The study was performed as a service evaluation based at the Queen Elizabeth University Hospital Emergency Department. Fifty staff members were recruited in pairs and listened to five paired major trauma standby and handover recordings. Participants were randomised to input data to the TraumaApp and one into the existing paper proforma. The time taken to input data add into was measured, along with time for clarifications and any errors made. Those using the app completed a System Usability Score.Results: No statistically significant difference was demonstrated between times taken for data entry for the digital and paper documentation, apart from the Case 5 Handover (p < 0.05). Case 1 showed a significantly higher time for clarifications and number of errors with digital data collection (p = 0.01 and p = 1.79E-05 respectively). There were no other differences between data for the app and the proforma. The mean System Usability score for this cohort was 75 out of 100, with a standard deviation of 17 (rounded to nearest integer).Conclusion: Digital real-time recording of clinical events using a tool such as the TraumaApp is comparable to completion of paper proforma. The System Usability Score for the TraumaApp was above the internationally validated standard of acceptable usability. There was no evidence of improvement in use over time or familiarity, most likely due to the brevity of the assessments and the refined user interface. This would benefit from further research, exploring data completeness and a potential mixed methods approach to explore training requirements for use of the TraumaApp. [ABSTRACT FROM AUTHOR]

This paper presents and discusses the results of a study which investigated the needs, attitudes and beliefs of foreign language teachers of refugees in Greece and other countries of Europe. The research which was conducted in two phases, with the one being the pilot phase, involved approximately 120 teachers who commented on the difficulties that they face in contexts with students from refugee and migrant backgrounds. Students' trauma experiences, lack of schooling experience, behavioral problems, lack of specially designed materials catering for the needs of refugees, and of course the language barrier, were among the most frequently claimed problems. The paper ends with some empirically derived suggestions on how teachers could deal with the challenges related to this new reality.

Education is the most effective tool for enabling immigrants' integration into the country they live in. The aim of this research is to determine teachers' views related to the education of Syrian students attending state schools. By presenting them through the experiences of their teachers, this paper deals with how the educational experiences at school of Syrian children of school age are shaped in state schools. The research is planned with a qualitative approach as a case study design. The participants of the research were 34 teachers working in state schools and having Syrian students in their classes. The research data were collected via focus group interviews and semi-structured interviews in Rize, Turkey between the years 2017-2019. The data in the focus group and semi-structured interviews were supported by means of observations. The research findings reveal that the biggest problem in teachers' opinions was the language problem and the communication and academic barriers resulting from this, that Syrian students suffered from depression and trauma because of war and migration, that they had a feeling of loneliness, and that nevertheless, they were happy at school. Therefore, this research reveals that teachers working with Syrian students are in need of vocational training and development consolidation in order to provide academic and psychological support for these students. Successfully addressing the educational needs of Syrian students in school will be especially beneficial for enabling Syrian children's integration into society. [This research was presented at the International Conference on New Horizons in Education (INTE), 3-5 July 2019 Prague, Czech Republic.]

Reflective practice in TESOL is widely used in pre-service and in-service teacher education contexts and is regarded as beneficial for ongoing professional learning. While models of reflective language teaching vary, they all aim to improve classroom outcomes for teachers and students. A holistic approach to reflective practice includes teachers' beliefs, philosophies and the interaction of their teaching practices with moral and social issues outside the classroom as part of the self-reflective teaching process (Farrell, 2015; Larrivee, 2000). Reflecting on the teaching journey in this way can help teachers make sense of how individual beliefs about teaching interact with professional experiences, and how these interactions inform decisions in the classroom. The aim of this narrative paper is to describe the developmental process I went through during my first year as a teacher of beginner, refugee-background students in an adult migrant English language teaching program in Australia. Self-reflective data primarily sourced from teaching journals kept during my first year of teaching were analysed using Farrell's (2015) Framework for Reflecting on Practice. Following a brief introduction of the framework, its application to this current study is discussed. Findings highlight the important roles philosophy, theory, critical reflection and mentors played in my pedagogical decision-making and overall learning processes. The paper concludes with a discussion about implications for ESOL teachers, graduate students and educators in TESOL teacher education programs.

Background: The knowledge of Emergency Medical Technicians (EMTs) plays a crucial role in the outcomes of traumatic patients. This study aimed to assess the knowledge of EMTs about the prehospital care intensity index of spinal cord trauma in Ilam Province, Iran. Materials and Methods: This cross-sectional study was conducted on 98 EMTs chosen by the census sampling method. The study data were collected using a researcher-made questionnaire on the prehospital care intensity index of spinal cord trauma and were analyzed with SPSS 16. Results: The knowledge of the prehospital care intensity index of spinal cord trauma was at the advanced level in 87.7% of EMTs and the intermediate level in 15.3% of EMTs. There was a significant relationship between the technician's knowledge score and variables such as age, work record, overtime hours, and the number of missions (P=0.05). Conclusion: EMTs needed more specialized information on spinal trauma. It was recommended to hold in-service training programs more precisely and consider the training of necessary skills that most EMTs require. [ABSTRACT FROM AUTHOR]

In this paper we present the analysis and interpretation of data collected during an intercultural virtual exchange undertaken in 2020 in which students from Argentina and the USA explored how trauma and suffering associated with COVID-19 can be channeled through collaborative artistic multimodal creations, and how approaching this in a productive way can lead to self-transformation in terms of intercultural and civic growth. To obtain unbiased data, we did not give the students information on the Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC; 2018) which was fundamental to our conceptualization. Here, we apply an ex post facto research method to explore which of the 20 competences for democratic culture included in the RFCDC were mobilized and deployed by our students during this project. We do so by analyzing their multimodal artistic creations, social actions, and their civic statements from the perspective of the RFCDC definitions and descriptors. Findings indicate that the virtual exchange project contributed to the cultivation of 'democratically and interculturally competent citizens' as conceptualized in the Reference Framework of Competences for Democratic Culture.

Background: Road accidents are among the most important causes of death and severe personal and financial injuries. Also, its profound social, cultural, and economic effects threaten human societies. This study aimed to estimate the trend of traffic accident victims in Yazd Province, Iran, to predict the number of traffic accident victims in this province. Materials and Methods: Based on traffic casualty statistics referred to forensic medicine in Yazd Province within April 1989 and March 2017 referred to Forensic Medicine of Yazd Province and using an artificial neural network to predict the number of injured for 12 months ending in 2020 has been paid. The neural network used in this study had 12 inputs, one output, and 5 hidden layers. The network predicts the relationship between data after training and learning. The network is considered the MSE benchmark. Results: The number of injured in traffic accidents in Yazd Province in 2020 was equal to 7052 people, with the highest number in December with 832 people and the lowest in June with 414 people. The exact method of use was equal to 92 cases. Conclusion: The trend of traffic accident casualties in Yazd Province in 2020 will be declining. For future research, the exact method designed in this study can be examined with other methods for the best response level. [ABSTRACT FROM AUTHOR]

This paper reviews the rapidly developing field of epigenetics, providing an accessible explanation of the key ideas and some illustrative examples of work in the field. Although very much a biological discipline the implications of the developing knowledge in this area are very significant for educational psychologists and this paper aims to provide an introduction to what is becoming a very significant shift in how people think about learning and development. Understanding the processes that underlie epigenetic change and the research that the new knowledge is based on will be important for educational psychologists in order to understand this important developing area of thinking about development and learning. Consensus is growing that intergenerational transmission of epigenetic changes are a reliable phenomenon, establishing the principle of the inheritance of acquired characteristics. This contrasts starkly with models of biological determinism and provides a new way of thinking about educational and societal change.

Background/purpose: This paper investigated the relationship between childhood trauma and psychological resilience in preschool teachers. The study also determined whether psychological resilience depended on age. Materials/methods: The study adopted a correlational survey model. The sample consisted of 268 preschool teachers. Data were collected using a demographic characteristics questionnaire named the Childhood Trauma Questionnaire (CTQ-33), and the Adult Resilience Measure (ARM-R). Results: The study's results showed that higher CTQ-33 emotional abuse, emotional neglect, sexual abuse, and total CTQ-33 subscale scores have correspondingly lower ARM-R total and subscale scores. The results also showed that higher physical abuse, physical neglect, and overprotection-overcontrol subscale scores have correspondingly lower ARM-R relational resources, personal resources, and familial resources subscale and total ARM-R scores. There was no correlation found between the CTQ-33 physical abuse, physical neglect, and overprotection-overcontrol subscale scores and the ARM-R cultural and contextual resources subscale scores. The results showed that age did not affect the participants' ARM-R subscale or total scores. Conclusion: The study's results revealed a negative correlation between childhood trauma and psychological resilience. Age did not affect psychological resilience levels.

Family separation policies' impacts on children's education and well-being are critical issues of our time. This paper argues through ethnographic study that although im/migrant parents believed in the promise of a better life for their children as they migrated, COVID-19 and remote schooling contributed to a breakdown in structures of care once they were in the United States. Thus, the experience of remote schooling during 2020 was a difficult task for parents and children who were already dealing with the trauma of detention or separation at the border. Ultimately, we argue that to understand the educational experiences of im/migrant parents and children in the United States, we must consider a multiple disruptions framework. The findings in this article reveal the layered consequences that broader immigration policy has on the everyday educational lives of im/migrant children and their parents.

Prior to the COVID-19 pandemic, 44% of elementary-aged students reported experiencing adverse childhood experiences, while 13% reported experiencing three or more (Blodgett & Lanigan, 2018). During the COVID-19 pandemic, parents faced many hardships such as economic and health disparities. This resulted in an influx of reported and presumably unreported adverse childhood experiences. The most reported experience included child neglect and psychological maltreatment (Sonu et al., 2021). While not seen as popular in the media and literature, the impact of psychological maltreatment is more severe than any other form of abuse (Hines, 2020). This paper will discuss the current conceptual findings, legal definitions, theoretical underpinnings, policy and practice implications as it relates to child neglect and psychological maltreatment of elementary-aged children.

In this paper, a principal and two lead teachers describe the ways their school community has reimagined the learning environment at their NYC urban, public, K-5 elementary school throughout the COVID-19 pandemic. In March 2020 they were forced to immediately switch to fully remote learning, a platform they had never previously experienced. Since then, they have engaged in hybrid and now fully in person learning through a worldwide pandemic. The school community, whose focus before the pandemic was on social emotional learning and culturally responsive pedagogy, utilized those practices and the strong relationships between staff, students, and families to persevere. The pandemic disproportionately impacted communities of color, like the one this school community is located in. Other inequalities such as food insecurity, job loss, sickness, financial strain, and death impacted the community. Racial trauma and political unrest that was exacerbated during the pandemic also placed a toll on the school community. The staff, families and children of the community joined together with a mission to support one another, strengthen relationships, practice self-care, address trauma and crisis, tackle unfinished learning, and focus on celebrating the community wherever possible to find joy, survive and thrive.

This paper provides an analysis of the effects anti-Black violence have had on the return of Black colleagues (administrators, faculty, and staff) to higher education after the the 2020 murder of African American citizen George Floyd at the hands of now former Minneapolis police officers. Riffing off of R&B singer Beyoncé Knowles-Carter's song of return, "Find Your Way Back" and using it as a loose organizational rubric--each section is titled from the song's lyrics--I ask what answers we might find between return and resignation. The analysis starts with the question of return: How in the hell do Black colleagues return to the university after a collective trauma? The essay centralizes the concerns of Black colleagues in higher education, positioning us between resignation and return. It seeks to consider (pending a return) to what are we returning. To explore this liminal dilemma--resignation or return--the essay will trace the lineage of racism located in higher education to slavery and the violent exclusion of African Americans from gaining access to knowledge. Briefly tracing American education's lineage to White supremacy, I aim to frame our possible return against an institution that parodies its paternal line. The essay will show that the racism characteristic of American history morphed into an insidious, invisible source of oppression termed microaggressions. To address the consequences of racial microaggressions, I draw on psychotherapeutic clinical research on the effects of racial microaggressions on Black workers. Mirroring clinicians' approach to addressing the race-based problems of higher education, I call on the Black feminist scholar Audre Lorde's notion of "the erotic" as a spiritual power source. I look at how Lorde explored Black psychology and trauma within higher education in her poem "Blackstudies." Mining this and her other triumphant essay "Uses of the Erotic: The Erotic as Power," I look to establish "the erotic" as a comparable counterpunch to microaggressions in higher education.

This paper reviews the debate over the use of trigger warnings when teaching sensitive material and discusses the importance of teaching difficult texts in light of troubling subject matter. The argument is that trigger warnings may provide students with the opportunity to manage their stress and anxiety when encountering material that may be disturbing or even traumatic. This paper also illustrates the value in teaching texts involving complex issues, such as Dorothy Allison's "Bastard Out of Carolina." It also outlines a variety of effective strategies for teaching Allison's novel along with her memoir,"Two or Three Things I Know for Sure." It does not seek to provide a definitive answer to the trigger warning question, but to add to the conversation with a specific example in a specific cultural context.

There is a common assumption in education that lack of face-to-face instruction during COVID-19 will result in a learning loss when students return to physical classrooms. While some studies reported interesting results on learning loss, more research must be done to inform schooling practices. At a recorded webinar, learning loss was examined by analyzing the ideas of school leaders who manifested deficit-based and/or asset-based views in doing virtual instruction at home. The authors wrote this commentary as a critical reflection of the ideas presented by leaders who reimagined learning gain instead of loss as they recognize, value, and honor the many culturally- and socially-situated knowledge and skills students have acquired and learned during these unprecedented times.

Background: How to manage patients, transmission times, and therapeutic measurement executed during air transmission can improve training, protocols, and management decisions. The current study aimed at investigating the dispatch criteria and the way of handling patients during transport by air emergency medical services of Kurdistan Province, Iran, in 2017. Materials and Methods: In the current study, information of patients transported by air emergency ambulance of Kurdistan Province in 2017 was collected from the recorded mission forms. To analyze the information, version 12 of STATA software was employed. Descriptive statistics was used to analyze the qualitative variables and draw frequency distribution table and mean and standard deviation to utilize quantitative variables. Results: Out of 50 transported patients, trauma caused by traffic accidents was the most important cause of patient transport (38%). In terms of clinical symptoms, weakness and lethargy and decreased consciousness were the most common symptoms. The most important therapeutic measures executed during transport were oxygen therapy, various body fixations, and serum therapy, respectively. The average time spent at scene was 10.7 minutes and the mean total mission time was 93.72 minutes with a standard deviation of 45.53. Conclusion: The results of the study indicated that the air emergency performance of Kurdistan Province was desirable in terms of dispatch criteria, time of transport and treatment during transportation, but there were weaknesses in the administration of medications during transportation and recording missions and measures in the specific sheets (forms). [ABSTRACT FROM AUTHOR]

The present paper seeks to critically read Pat Barker's "Regeneration" in terms of Cathy Caruth's psychoanalytic study of trauma. This analysis attempts to trace the concepts of latency, post-traumatic stress disorders, traumatic memory, and trauma in Barker's novel in order to explore how trauma and history are interrelated in the narrative of past history and, particularly, in the history of World War I. The present paper also demonstrates how Barker's novel "Regeneration" acts as the narrative of trauma that vocalizes the silenced history of shell-shocked soldiers of World War I to represent British society, the history that has been concealed due to social and individual factors. The study thus investigates the dissociative disorders which are experienced by traumatized survivors of World War I as the aftermath of traumatic experiences of wartime. In addition, it argues how time moves for the traumatized victim and how the notion of latency in terms of Caruth's theory is traceable in Barker's novel. In "Regeneration," the traumatized survivors are haunted with traumatic memory of past history; furthermore, past history constantly disrupts their present and the victims are in continuous shift from present time to past time. Time thus loses its linearity in the narrative of traumatized survivors.

This paper is going to argue that the selected poems of renowned Indian poet Kamala Das are inclined to relocate both feminine and masculine identity through the politicized representation of body. Kamala Das' representation of body in her poems has always been viewed as a medium of re-historicizing the pain, sufferings, and psychological trauma that a woman goes through in a patriarchal society. Though apparently female body seems to be submissive under patriarchal dominance but this paper reveals how female body in Das' poems acts as a powerful agent over the male body. The objective of this paper is to analyze and evaluate Kamala Das' representation of body to understand the gender reality in a patriarchal society, to question the existing discourse of sexed/gendered identity, to find a new way of viewing to both female and male body. Echoing Beauvoir, Judith Butler and Hall, this paper is going to analyze how Kamala Das represents body as an important factor in her poems to fight back the normative concept of identity based on patriarchal sex and/or gender stereotypes.

This paper evaluates P-12 American school teachers' perceptions of a six-session training that used the trauma-informed Trust-based Relational Intervention (TBRI) system with teachers in one socioeconomically vulnerable school district during the 2018-19 school year. The research questions explored the training participants' (n=41) opinions about the TBRI training, as well as the opinions of the school district's veteran teachers (n=52) about trends related to student and teacher mental health in schools over the last five years. The training participants found the TBRI training series socially acceptable and valuable. Veteran teachers in the district where the study was conducted reported increased levels of emotional distress in students and in themselves.

Copyright of European Journal of Psychotraumatology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper I call for an emotional confrontation with our traumatic, racist, and often unacknowledged history. I share ideas, experiences, and pedagogical strategies with which to engage difficult dialogue about difficult knowledge, in such a way as to disarm defense and, potentially inspire anti-racist activism in education and beyond. The first strategy is to develop psychoanalytic sensibilities in education. I argue that this will help us begin to invite the "freedom to feel" into classrooms that customarily prioritize freedom of thought. The second strategy is to insist that a confrontation with traumatic elements of untold history, and unacknowledged racial (and other) injustices in our current reality, will be uncomfortable. I emphasize that we must work on our capacity to tolerate discomfort and develop our capacities to mourn (loss of cherished belief, loss of innocence, loss of privilege, among other forms of loss). Third, I argue that "knowing ignorance" can be a powerful antidote to the structural ignorance that has hindered our capacities to think critically and creatively in solidarity with different others. I conclude by suggesting that engagement with narrative fiction in film and literature, is a promising pedagogical approach that enables transformative dialogue to take place. I share a few of my favorite films and short stories that have yielded fruitful conversations in my own social justice-oriented classrooms.

While the concept of trauma-informed care has been developed in other fields, its development within the field of Education is relatively new (Thomas, Crosby, & Vanderhaar, 2019), However, as the educational field is becoming more and more aware of this approach, we recognize there is a critical need for teachers and other educational professionals to recognize the symptoms of trauma in students, the associated behaviors of trauma-affected students, and instructional and environmental strategies for addressing these to support student success (trauma informed pedagogy). This paper outlines a study examining the extent to which teachers in the region of southeast Georgia are aware of trauma-informed strategies, the theory undergirding the approach, and the resources available to them for addressing issues related to adverse childhood experiences. With participation from over 500 educators in our study, it is clear that there is a strong need to support teachers and provide resources to support trauma-informed practice.

In the present paper we tried to describe the educational needs of the adult refugees' educators in the area of Leros, Greece. To collect our data, we used the qualitative approach and conducted interviews throughout the avalanche sampling, so that the participants could express their ideas and perceptions. Our sample consists of adult refugees' educators working in NGO ECHO100PLUS, which is activated in Leros. The analysis of the data revealed the educators' inexperience and lack of training, At the same time, those areas where trainers need further training, as well as their preferences for trainers and the type of training, were recorded.

This paper describes the Trauma-informed Equity-minded Asset-based Model (TEAM) framework for social justice-oriented educators. We draw on traumainformed approaches to illustrate how systemic racism as systemic trauma and normative whiteness as dominant ideology are embedded in the U.S education and media institutions. From an equity-minded perspective, we critique notions such as egalitarianism, colorblind racism, neoliberal multiculturalism, and abstract liberalism. Using an asset-based model, we urge educators to avoid deficit ideologies to frame marginalized communities. The TEAM approach offers the following "Six R's" as strategies: (1) "Realizing" that dominant ideologies are embedded in educational systems, (2) "Recognizing" the long-term effects of systemic trauma on learners from aggrieved communities, (3) "Responding" to trauma by emphasizing safety, trust, collaboration, peer network, agency, and voice within learning environments, (4) "Resisting" retraumatization within learning environments, (5) Replacing egalitarianism with equity-mindedness and (6) "Reframing" deficit ideology with an asset-based lens to learners.

This theoretical paper explores current literature relative to challenges faced by early childhood teachers in relation to the increasing accountability to improve measureable literacy and numeracy skills in young children. This sits within a context which has a developing focus on preparing children for the role they will play in future society. The potential detrimental outcomes that more traditional responses to these challenges may have for young children, particularly those who have experienced early trauma, will be discussed. There is a feeling of increasing academic "push down", where, even for our youngest children, formal literacy and numeracy skills are becoming a measurable outcome of successful education systems and individuals teaching within them. Formal and external measureable assessment processes seem to be driving the shift from contemporary play based, child centred pedagogical approaches, recognised by early childhood educators as "best practice", back to more traditional formal "sit down" pencil and paper activities. This change is problematic for all children, but is perhaps of greater significance for those who have experienced early loss and trauma. The negative consequences that trauma may have on the development of a child is well documented. The impact of early trauma can affect the way children make sense of their world and learn, particularly in the classroom environment. Teachers' responses to children in trauma, can have a lasting effect on a child's capacity to function and learn. Schools can be safe and predictable places, where learning occurs, or they can exacerbate the impact of trauma already experienced. Practice and pedagogy play a huge role in how school is experienced by the child. Thus, the choices teachers make in how they respond to the challenges they face can have far reaching effects on children and their success. This paper discusses the potential options educators may have and suggests alternatives to more traditional formal approaches when responding to these challenges, where even our most vulnerable children can be given the opportunity to be successful learners who can become valued members of society and contribute meaningfully to the world of tomorrow.

Trauma, both blunt and penetrating, is extremely common worldwide, as trauma to major vessels. The management of these patients requires specialized surgical skills and techniques of the trauma surgeon. Furthermore few other surgical emergencies require immediate diagnosis and treatment like a ruptured abdominal aortic aneurysm (rAAA). Mortality of patients with a rAAA reaches 85 %, with more than half dying before reaching the hospital. These are acute events demanding immediate intervention to save life and limb and precluding any attempt at transfer or referral. It is the purpose of this position paper to discuss neck, chest, extremities and abdominal trauma, bringing to light recent evidence based data as well as expert opinions; besides, in this paper we present a review of the recent literature on rAAA and we discuss the rationale for transfer to referral center, the role of preoperative imaging and the pros and cons of Endoluminal repair of rAAA (REVAR) versus Open Repair (OR). [ABSTRACT FROM AUTHOR]

Refugee children are some of the most vulnerable populations in the world. Early Childhood Education and Care (ECEC) for refugee children can have positive impacts on child outcomes, however most of the evidence stems from research from high income countries. This paper reports on a critical review, carried out to evaluate what we know about benefits and the quality of ECEC programmes for refugee children in low- and middle-income countries (LMICs). 15 studies were identified, located in refugee camps and resettlement contexts in seven different countries. Whilst acknowledging limitations due to the small number and low rigour of the studies included in this review, the findings indicate benefits of ECEC participation for children across developmental domains, showing particular the potential to support socio-emotional learning and emotional recovery. Findings confirm the challenge of resources for the provision of high-quality refugee ECEC in LMICs, including lack of materials, space, and training and support needs of staff. By bringing together what we learn from the existing research in the field, this review helps to identify successful strategies, that call for play-based approaches, interactions that focus on socio-emotional support and recovery, the engagement of communities and families, and the provision of culturally responsive environments. These findings strengthen the wider knowledge base about the characteristics of ECEC provision which are important for supporting refugee children and families in lower-resource contexts.

A structured reporting system which is based on a uniform template will permit uniform data collection and future statistics and will facilitate and validate independent or comparative audit of performance and quality of care. The successful establishment of a multi-center registry depends on the development of a concise data entry form, data entry system and data analysis to continuously maintain the registry. In the first phase we introduced the paper data collection form, in second phase this data form was converted to an electronic interface. In this second phase of the study the paper proforma which was developed in the first phase was converted into an electronic database by using the FileMaker Pro 13 Advanced®. The FileMaker Pro 13 Advanced® is capable to store the data, provides user friendly interface to enter data and can be converted the standalone runtime program to install in any other computer system. The next step is to explore the possibility whether it would be feasible to use this as a multicenter traumatic brain injury registry. [ABSTRACT FROM AUTHOR]