Jamie Doronkin
Jamie Doronkin, PhD, is a Professor Emeritus and Adjunct Instructor at Fontbonne University in St. Louis, MO. She most recently served as the Director for the Fontbonne EdD Program in Collaborative High Impact Instruction and was the co-developer of the EdD program at Fontbonne. Dr. Doronkin has earned dual bachelor’s degrees in special education and Elementary Education from Oklahoma Christian University, a master’s degree in special education from the University of Central Oklahoma, and a doctoral degree in Special Education with a secondary transition focus from the University of Oklahoma. Research interests for Dr. Doronkin include trauma-informed and trauma-sensitive educator preparation practices, adverse childhood experiences (ACEs), adverse community experiences, and the impact of these adverse experiences on learning and brain development. Dr. Doronkin has presented locally, regionally, and nationally on self-care survival strategies; IEP meeting behaviors; and family and sibling disability-related dynamics that include the impact of trauma, transition into adulthood, and self-determination and self-advocacy for individuals with disabilities. Her most recent studies and training include body-centered and somatic movement therapy practices.
Books by Jamie Doronkin:
Beginning Within
Marking a New Journey Toward Equity in Trauma-Informed Education Practices
An exponentially increasing number of students experience traumatic events in their daily lives. To address this phenomenon, Beginning Within: Marking a New Journey Toward Equity in Trauma-Informed Education Practices delves into the profound impact of adverse childhood experiences (ACEs). It brings together extensive research, thoughtful contemplations, and innovative ideas that shed light on some of the lesser-explored aspects of trauma-informed practices in education. Authors in the book have developed chapters around three guiding models for systemic change: John Kotter’s (1996/2012) Eight-Step Model for Organizational Change; Fallot and Harris’ (2001) Five Guiding Principles of Trauma-Informed Practice; and Smith, et al.'s (2017) five-level Building Equity Taxonomy.
The chapters reflect the growth, grief, and galvanizing
challenges that have shaped and continue to shape our understanding of equality, safety, and organizational change around trauma-informed educational practices. Hear from authors, experts, and leaders in the education field who are leading the way in systemic change, ranging from the work in Missouri after the shooting of Michael Brown in Ferguson, to university professors and classroom teachers seeking ways to use the past as guideposts toward a new journey of equity in trauma-informed practices, with each step paved by three research-supported tenets for creating a climate of trauma-informed practices, as offered by the editors of the book:
- The journey to equity begins with a deep dive into each stakeholder's internal beliefs about self-care.
- Self-care must be a priority, otherwise, caring for students comes at the lasting cost of secondary traumatic stress (STS) and teacher burnout.
- A sense of well-being must extend beyond the school building and into the community.
Perfect for courses such as: Trauma-Informed Education; Trauma-Informed Teaching; Foundations of Trauma-Informed Education; Trauma-Informed Practices and Pedagogy; Trauma-Informed Practices and Resilience; Trauma-Informed Classroom Teachers; Introduction to Becoming a Trauma-Informed Educator; Trauma-Sensitive Learning Environments; Foundations of Trauma-Informed Practices and Wellness
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9781975506384
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