This symposium combines three papers to describe the current science on how to teach trauma content. The first paper is a systematic review that summarizes the literature on teaching methods used to reduce the potential negative effect of trauma content in the classroom on students. Using the PRISMA guidelines for systematic reviews, findings from this study identified current ÃÂ¢Ã¢âÂ¬Ã âbest practicesÃÂ¢Ã¢âÂ¬Ãï¿½ and highlights directions for future research. The second paper is a qualitative study that identifies the evidence-based instructional strategies and distress tolerance activities that higher education students identified as helpful when learning about racial trauma. Findings from this study show teaching about racial trauma is complex and requires the incorporation of evidence-based teaching strategies and distress tolerance activities to minimize distress in participants. The third paper uses explanatory sequential mixed-methods to evaluate the effectiveness of integrating evidence-based instructional strategies in a graduate-level course on trauma. Findings suggested students perceived an improvement in their confidence and skills when working with black adolescents exposed to trauma, which they described as linked to specific evidence-based instructional approaches.
At the conclusion of the symposium, participants will have an understanding of the current science regarding teaching trauma, exposure to possible teaching strategies that can reduce the potential for adverse consequences on students, and information on an effective method of integrating evidence-based instruction into the classroom. Moreover, participants will understand directions for future research on the topic of teaching trauma content.