Research Article
Knowledge on Trauma, Adverse Childhood Experiences, and Parental Bonding in a Sample of Italian Teachers
Issue:
Volume 5, Issue 1, March 2025
Pages:
1-7
Received:
4 November 2024
Accepted:
18 November 2024
Published:
22 January 2025
Abstract: Adverse Childhood Experiences encompass traumatic events in childhood, such as abuse and neglect. Early identification of trauma is vital for children's well-being and long-term mental health, highlighting the importance of school and family interventions. This research examines teachers' knowledge of physical and behavioural signs of childhood trauma in preschool and school-age children. It assesses their ability to identify trauma indicators, explores their perceptions of knowledge and training needs, and investigates the prevalence of Adverse Childhood Experiences and the influence of perceived parental styles on trauma experiences. Participants were 84 female teachers working in kindergartens and primary schools. Results show that the knowledge possessed by teachers may be insufficient for the identification of signs and symptoms of trauma. In fact, they are the first to perceive their knowledge as relatively inadequate and to show the need for further specialist training. The importance of continuous professional development for teachers is emphasized, as it can enhance their ability to recognize trauma-related signs and implement appropriate support strategies. In the present study, teachers' personal experiences with adverse events do not influence their knowledge of trauma. However, maternal care was negatively correlated with the likelihood of experiencing adverse or traumatic events. This finding aligns with existing literature on the protective role of caregiving, emphasizing the need for early interventions targeting parents from childhood.
Abstract: Adverse Childhood Experiences encompass traumatic events in childhood, such as abuse and neglect. Early identification of trauma is vital for children's well-being and long-term mental health, highlighting the importance of school and family interventions. This research examines teachers' knowledge of physical and behavioural signs of childhood tra...
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Review Article
Triangulating Effective Teaching: Flipped Learning, Bloom's Taxonomy and Outcome Based Education in Review
Farah Shaikh*
Issue:
Volume 5, Issue 1, March 2025
Pages:
8-17
Received:
4 March 2025
Accepted:
11 April 2025
Published:
9 May 2025
DOI:
10.11648/j.ijps.20250501.12
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Views:
Abstract: Educational paradigms have gradually evolved from traditional knowledge-based instruction to competency-based education, and more recently, to outcome-based education (OBE). This transition indicates a growing emphasis on measurable learning outcomes and the holistic development of learners. The present review blends existing literature to explore this educational shift through a psychological lens, focusing on the integration of Bloom’s Taxonomy, student engagement, and flipped learning within the framework of OBE. Bloom’s Taxonomy, a widely adopted classification of educational objectives, is studied across its three domains: cognitive, affective, and psychomotor. Each domain holds psychological significance, encompassing intellectual capabilities, emotional responses, and physical skill development—essential aspects of comprehensive learner growth. This review also explores flipped learning as an instructional model that promotes active, learner-centered environments. Grounded in cognitive and behavioral theories, flipped learning is shown to enhance student engagement by fostering autonomy, intrinsic motivation, and deeper cognitive processing. Student engagement itself is conceptualized as a multidimensional construct involving cognitive, emotional, and behavioral components, each contributing to academic achievement and psychological well-being. By aligning these constructs with the goals of OBE, the review highlights how psychological principles can inform educational design and implementation. The article ultimately claims that the integration of Bloom’s domains, student engagement strategies, and flipped learning approaches within outcome-based frameworks can significantly influence both educational structures and student outcomes. This synthesis provides insights for psychologists, educators, and policymakers aiming to foster environments that support meaningful learning, personal development, and measurable academic success. The findings underscore the importance of addressing psychological constructs in curriculum planning, instructional delivery, and assessment practices, emphasizing the role of educational psychology in shaping effective, student-centered learning experiences in contemporary educational systems.
Abstract: Educational paradigms have gradually evolved from traditional knowledge-based instruction to competency-based education, and more recently, to outcome-based education (OBE). This transition indicates a growing emphasis on measurable learning outcomes and the holistic development of learners. The present review blends existing literature to explore ...
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