TRAUMA-SENSITIVE PEDAGOGY & PRACTICE NEWSLETTER 1 (OF 2)
Notice bibliographique
Résumé
This publication includes the first of two newsletters published in this issue of Art/Research International. This second newsletter is followed by a commentary and references for both newsletters.
 Attentive to local and global mental health realities and the emergent need to provide intercultural mental health perspectives, resources, and methods that work across cultures in school contexts, I (the first author) conducted a participatory poetic inquiry, “Image, Body, and Voice: Supporting Girls’ Sense of Wellbeing,” with grade-6 girls in an inner-city school in Alberta. It sought to: (i) meet new Teacher Quality Standards (TQS) “to build positive and productive relationships with students [and] peers” (AB Education, 2018, p. 4); and (ii) be “aware of and facilitate responses to the emotional and mental health needs of students” (p. 6). I was guided by the following research question: In what ways might girls’ experiences with art-integrated activities and body-centred methods inform educators about pedagogical practice and mental health interventions?
 Findings indicated the transdisciplinary praxis that emerged—arts-based, contemplative and somatic methods—enhanced the girls’ sense of self and wellbeing. The youth reported that these activities had explicit value: sharing circles used for check-ins and - outs, ceremony—which welcomed witnessing—relational and body-centred practices, and one-on-one time with the PI. The life-size body maps as research creation illustrated that the participants learned to externalize sensations and emotions in a safe way, aiding them in the development of skills needed for emotional self-regulation. Body maps broadly defined are life-size body images, while body mapping is the process of creating body maps using collage, photography, painting, or other arts-integrated methods to visually symbolize aspects of people’s lives, their bodies, and their worlds.
 Funding from Research Impact Canada, VP Research & Innovation University of Alberta and the Kule Institute for Advanced Study aided to mobilize evidence-informed knowledge from this research through professional community engagement with pre- service teachers at a full-day workshop. Presenters at the workshop were members of a Community of Professional Practice (COPP) where the activities of educational research and trauma-sensitive practices were shared, including culturally aware methods for diverse populations. This newsletter reflects one of two events and two research creation artifacts provided as follow up to the attendees.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,008 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».