Table 3 Final articles selected for the... | Emerald Publishing

Table 3

Final articles selected for the review

Year	Author	Summary
2017	Sales and Krause	A trauma-informed institutional approach including faculty and staff support may be more beneficial to sexual violence prevention efforts than individual and relationship level efforts alone
2018	Finley and Levenson	Faculty are an untapped potential resource for campus sexual assault prevention efforts
2019	Caton	Addressing student homelessness is a complex issue that requires the partnership of faculty, student affairs, human resources
2019	Graham et al.	Faculty leadership can play a role in interpersonal violence prevention efforts by incorporating interpersonal violence prevention into their teaching and research. Faculty can also help by participating on prevention task forces and advocating for policy change
2020	Lynch and Glass	Student affairs professionals can develop secondary traumatic stress from being first responders in traumatic student experiences. There is a lack of training and preparation for student affairs professionals to handle these matters
2020	Stephens	An argument for trauma-informed pedagogy in theological classrooms
2021	Parker et al.	Traumatized students are inevitably present in eighteenth-century studies classrooms. Trauma-informed teaching is a way to protect students when sexual trauma and consent topics emerge
2021	Walker et al.	A trauma-informed approach to preparing students from multiple fields to work with individuals struggling with poverty

Year	Author	Summary
2017	Sales and Krause	A trauma-informed institutional approach including faculty and staff support may be more beneficial to sexual violence prevention efforts than individual and relationship level efforts alone
2018	Finley and Levenson	Faculty are an untapped potential resource for campus sexual assault prevention efforts
2019	Caton	Addressing student homelessness is a complex issue that requires the partnership of faculty, student affairs, human resources
2019	Graham et al.	Faculty leadership can play a role in interpersonal violence prevention efforts by incorporating interpersonal violence prevention into their teaching and research. Faculty can also help by participating on prevention task forces and advocating for policy change
2020	Lynch and Glass	Student affairs professionals can develop secondary traumatic stress from being first responders in traumatic student experiences. There is a lack of training and preparation for student affairs professionals to handle these matters
2020	Stephens	An argument for trauma-informed pedagogy in theological classrooms
2021	Parker et al.	Traumatized students are inevitably present in eighteenth-century studies classrooms. Trauma-informed teaching is a way to protect students when sexual trauma and consent topics emerge
2021	Walker et al.	A trauma-informed approach to preparing students from multiple fields to work with individuals struggling with poverty

Source(s): Table by authors