Considering Ways to Operationalise Trauma-Informed Practice for Education Settings
Article
Carter, J. and Borrett, E. 2023. Considering Ways to Operationalise Trauma-Informed Practice for Education Settings. Educational Psychology Research and Practice. 9 (1), pp. 1-7. https://doi.org/10.15123/uel.8wqx9
Authors | Carter, J. and Borrett, E. |
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Abstract | This discussion paper looks at the emerging practice around trauma-informed care and how education settings are implementing the theory. It reviews the impact of trauma responses on behaviour in education settings and also looks at some of the barriers that prevent the effective implementation of trauma-informed practice. We consider the political and financial landscape of education settings, the impact of current behaviourist practice in settings and the perspectives of teachers in relation to embedding new practice. Finally, we present two distinct ways of operationalising the exciting and inspiring trauma-informed theory and resources that are available. The first is an applied model to sequence how we support and respond to trauma, the Applied Trauma Responsive Classroom Model (ATRCM), and the second is the Resilience Support Programme that has been created for post-16 education to support the overcoming of adversity and trauma. |
Journal | Educational Psychology Research and Practice |
Journal citation | 9 (1), pp. 1-7 |
ISSN | 2059-8963 |
Year | 2023 |
Publisher | School of Psychology, University of East London |
Publisher's version | License File Access Level Anyone |
Digital Object Identifier (DOI) | https://doi.org/10.15123/uel.8wqx9 |
Publication dates | |
Online | 2023 |
Publication process dates | |
Deposited | 03 Oct 2023 |
Copyright holder | © 2023, The Authors |
https://repository.uel.ac.uk/item/8wqx9
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Educational Psychology Research and Practice 2023 9 1 Carter and Borrett.pdf | ||
License: CC BY 4.0 | ||
File access level: Anyone |
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