Supporting Undocumented Students & Marginalized Student Groups (Part 2 of a 2-part series)
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- Zoom/Virtual
This is the second in a two-part workshop focused on helping faculty identify and support students dealing with trauma.
Being trauma informed entails understanding the effects of trauma and implementing effective practices to ensure the success of student groups who are trauma survivors. It also means understanding the need to cultivate and foster safety, trust, collaboration, and self-advocacy skills. In this second part, this workshop begins by reviewing trauma, its impact on learning and behavior, as well as practices faculty, mentors, and program leaders can adopt in learning settings. We will then discuss particular themes that arise when looking at the experiences of at-risk, minoritized, and/or vulnerable populations such as the fluidity of fear, coming out (disclosure), and resiliency.
This workshop concludes by discussing joy, allyship, and compassion fatigue. After attending, participants will be able to identify and implement practical tips for fostering a trauma-informed approach in learning settings. Trauma-informed practices are instrumental in ensuring all learners and participants gain access to educational material and resources being provided. This workshop will focus on trauma-informed practices and how educators/admin/staff can respond to students. We'll focus on how to identify, lead, and implement trauma informed practices.
This workshop will be presented by Professor Esther Villegas-Sandoval (Soc), College of the Sequoias