ABSTRACT
Meeting the needs of students who have been exposed to psychological trauma can be particularly difficult for those in the process of becoming art teachers. This chapter presents four models of pre-service education that can better prepare professionals for teaching children who have been exposed to trauma. Model 1 highlights the experience of those who teach at area detention centers as part of their field experience class, including preparation, personal reflections, and curriculum development strategies. Model 2 offers arts-based research for preparing teachers to teach children exposed to trauma, and emphasizes compassion, empathy, and tolerance. Model 3 offers the perspective of a cooperating teacher and insights from student teachers on how to create a safe, nurturing learning environment for all students. Model 4 defines community engagement and describes how one urban university is using this model within a framework of resilience theory to better prepare professionals for meeting the needs of students exposed to trauma. The strengths-based approach uses art to help students visually articulate the assets that help them thrive despite adversity, and strengthen protective factors believed to foster resilience, such as, being resourceful, persistent, maintaining a positive outlook, and having a sense of humor.
