Writing through pain: How teachers can support writing as therapy for students processing trauma

Jason J. Griffith

doi:10.4324/9780429424779-14

Writing through pain: How teachers can support writing as therapy for students processing trauma

Jason J. Griffith

Curriculum & Instruction

Research output: Chapter in Book/Report/Conference proceeding › Chapter

1 Scopus citations

Abstract

In April of 2007, I was finishing my 4th year of teaching 8th grade English when Stephen Cho murdered 33 people and injured 15 others (Hauser & O’Connor, 2007) at Virginia Tech University. Every television station looped photographs of Cho brandishing guns and video clips of law enforcement clearing students from buildings. Students were reacting, processing, and trying to make sense of what they heard and saw. Might my class provide a safe and productive space for that work?

Original language	English (US)
Title of host publication	Contending with Gun Violence in the English Language Classroom
Publisher	Taylor and Francis
Pages	106-112
Number of pages	7
ISBN (Electronic)	9780429756016
ISBN (Print)	9781138354517
DOIs	https://doi.org/10.4324/9780429424779-14
State	Published - Jan 1 2018

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Social Sciences(all)

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This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.4324/9780429424779-14

Cite this

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Writing through pain: How teachers can support writing as therapy for students processing trauma

Abstract

All Science Journal Classification (ASJC) codes

UN SDGs

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