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Published VersionCC BY V4.0, Open Access
Journal article
Multidisciplinary approaches to establishing trauma informed practice for pre-service teachers
Asia Pacific Education Review, Vol.25, pp.541-553
2024
Appears in UniSC Supported Open Access Outputs
Abstract
In response to the urgent need for teachers to be better equipped with strategies for responding to students who suffer the effects of complex trauma (CT), this inter-disciplinary study investigated the lived experiences of professionals (social workers, psychologists, criminal justice workers and community workers) working with school students with CT in out-of-school contexts. The aim of this study was to formulate strategic approaches from the expertise of out-of-school professionals and specialists that might be adapted for use within pre-service teacher education programs to better prepare the next generation of teachers with the skills needed for working with trauma-affected students. Using a phenomenological methodology and working through an ecological-psychosocial theoretical lens, this qualitative study found three key categories of understandings and skills used as a common approach amongst specialists working with students suffering the effects of CT: an applied understanding of child development, a capacity to read and adjust classroom environment and climate; and underpinning theoretical knowledge of the effects of trauma on young people’s behaviour.
Details
- Title
- Multidisciplinary approaches to establishing trauma informed practice for pre-service teachers
- Authors
- Sharon Ann Louth (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessAlison Willis - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
- Publication details
- Asia Pacific Education Review, Vol.25, pp.541-553
- Publisher
- Springer Dordrecht
- Date published
- 2024
- DOI
- 10.1007/s12564-024-09944-7
- ISSN
- 1876-407X; 1598-1037
- Copyright note
- © The Author(s) 2024. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
- Data Availability
- The data that support the findings of this study are available from The University of the Sunshine Coast but restrictions apply to the availability of these data, which were used under licence for the current study, and so are not publicly available. Data are however available from the authors upon reasonable request and with permission of The University of the Sunshine Coast.
- Organisation Unit
- Indigenous and Transcultural Research Centre; School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 991013497902621
- Output Type
- Journal article
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