Building Preservice Teacher Resiliency with Trauma-Informed Case Based Instruction

At least one in four children the United States has experienced or more traumatic events (National Child Traumatic Stress Network Schools Committee [NCTSN], 2008). Children exposed to trauma bring a host of psychological and physical stressors classroom. Teachers can positively impact student's ability cope with these develop resilience (Brooks, 1994), but not without emotional toll on their well-being. This paper investigates teacher education program's attempt better support preservice teachers (PTs) meeting challenges by examining trauma-informed case-based instruction PTs self-reported efficacy Trauma Informed Instructional Practices (TIIP). Before partaking summer study abroad program, 26 completed both Conner-Division Resilience Scale-10 (CD-RISC) Teacher Self-Efficacy Scale (TSES) determine baselines for efficacy. During eight participated special topics course practices utilizing (treatment group). completion all were reassessed scales. Results indicated that made significant gains measures, those who group had significantly greater resiliency than control group. The findings use enhancing PTs’ resiliency. Implications are provided embedding scaffolds reasoning through lens. &emsp