The role of trauma and mental health in violent extremism: The perceptions of countering violent extremism practitioners and why we can't get it wrong

Article


Oberg, Glenys, Adams, Ben and Stahl, Garth. 2023. "The role of trauma and mental health in violent extremism: The perceptions of countering violent extremism practitioners and why we can't get it wrong." Journal of Aggression, Maltreatment and Trauma. 32 (12). https://doi.org/10.1080/10926771.2023.2233920
Article Title

The role of trauma and mental health in violent extremism: The perceptions of countering violent extremism practitioners and why we can't get it wrong

ERA Journal ID42083
Article CategoryArticle
AuthorsOberg, Glenys, Adams, Ben and Stahl, Garth
Journal TitleJournal of Aggression, Maltreatment and Trauma
Journal Citation32 (12)
Number of Pages1
Year2023
PublisherTaylor & Francis
Place of PublicationUnited States
ISSN1092-6771
Digital Object Identifier (DOI)https://doi.org/10.1080/10926771.2023.2233920
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/10926771.2023.2233920
Abstract

Many studies have sought to better understand the link between childhood trauma and vulnerability to involvement in violent extremism; research drawing on the voices, experiences, and perceptions of Countering Violent Extremism (CVE) practitioners, who work directly with violent extremists in their daily work, remains limited. In order to address this gap, the present study aims to explore the lived experience of 12 practitioners who work with young people at risk of becoming involved in violent extremism in various states within Australia and how their understandings of trauma have framed their perceptions of their clients. Interviews were conducted via Zoom and were led by a research team consisting of one practitioner and three academics. Practitioners discussed the need to understand the impacts of trauma on their clients, the implications of these effects, and the actions they took to become better informed. In investigating practitioners’ perceptions of client trauma, the research highlights disparities in training across Australia and the need for systemic training in trauma informed practices for all practitioners who work within this space.

KeywordsAustralia; combatting violentextremism; radicalization; Trauma; trauma informedpractice; violent extremism
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020529999. Other psychology not elsewhere classified
Public Notes

Files associated with this item cannot be displayed due to copyright restrictions.

Byline AffiliationsUniversity of Queensland
Permalink -

https://research.usq.edu.au/item/101240/the-role-of-trauma-and-mental-health-in-violent-extremism-the-perceptions-of-countering-violent-extremism-practitioners-and-why-we-can-t-get-it-wrong

  • 12
    total views
  • 0
    total downloads
  • 12
    views this month
  • 0
    downloads this month

Export as

Related outputs

Creating Trauma-Informed Classrooms: A Compassionate Approach to Supporting Students and Educators
Oberg, Glenys. 2026. Creating Trauma-Informed Classrooms: A Compassionate Approach to Supporting Students and Educators. United Kingdom. Routledge.
Assessing the interplay: teacher efficacy, compassion fatigue, and educator well-being in Australia
Oberg, Glenys, Macmahon, Stephanie and Carroll, Annemaree. 2025. "Assessing the interplay: teacher efficacy, compassion fatigue, and educator well-being in Australia." The Australian Educational Researcher. 52 (2), pp. 1105-1131. https://doi.org/10.1007/s13384-024-00755-8
Moral injury in teaching: the systemic roots of ethical conflict and emotional burnout in education
Oberg, Glenys. 2025. "Moral injury in teaching: the systemic roots of ethical conflict and emotional burnout in education." Educational Review. https://doi.org/10.1080/00131911.2025.2504523
Redefining integrity in the context of generative artificial intelligence (GenAI) in higher education: What are students saying?
Slade, Christine, Matthews, Kelly, Chung, Jennifer, Liang, Yifei and Oberg, Glenys. 2025. "Redefining integrity in the context of generative artificial intelligence (GenAI) in higher education: What are students saying?" 47th Higher Education Research and Development Society of Australasia Annual Conference(HERDSA 2025). Perth, Australia 07 - 10 Jul 2025
Queensland teachers are striking. It’s not just about money – they are asking for a profession worth staying in
Oberg, Glenys. 2025. "Queensland teachers are striking. It’s not just about money – they are asking for a profession worth staying in." Conversation. https://doi.org/10.64628/AA.3feu7yg6x
Time, emotions and moral judgements: how university students position GenAI within their study
Bearman, Margaret, Fawns, T., Corbin, T., Henderson, M., Liang, Y., Oberg, G., Walton, J. and Matthews, K. E.. 2025. "Time, emotions and moral judgements: how university students position GenAI within their study." Higher Education Research and Development. https://doi.org/10.1080/07294360.2025.2580616
"School can't: a conceptual framework for reframing school refusal and recognising school related stress/distress"
Leslie, Rachel, Oberg, Glenys, Townley, Cris, Westphal, Tiffany, Rogers, Louise and Bromdal, Annette. 2025. ""School can't: a conceptual framework for reframing school refusal and recognising school related stress/distress" ." British Journal of Sociology of Education. https://doi.org/10.1080/01425692.2025.2552132
Is it school reluctance or refusal? How to tell the difference and help your child
Leslie, Rachel, Bromdal, Annette, Townley, Cris and Oberg, Glenys. 2025. "Is it school reluctance or refusal? How to tell the difference and help your child." Conversation. https://doi.org/10.64628/AA.6hnrmxmnw
Reframing School Refusal as School Dis/Stress
Leslie, Rachel, Oberg, Glenys, Townley, Cris, Westphal, Tiffany, Rogers, Louise and Bromdal, Annette. 2025. "Reframing School Refusal as School Dis/Stress." Australian Psychologists and Counsellors in Schools National Conference 2025 (APACS 2025). Tasmania, Australia 20 - 21 Oct 2025
School Can’t: Viewing school refusal as a stress/distress response through the lived and living experience of children and parents
Leslie, R., Oberg, G., Townley, C., Westphal, T., Rogers, M.L. and Bromdal, A.. 2025. "School Can’t: Viewing school refusal as a stress/distress response through the lived and living experience of children and parents." European Conference on School Attendance. Ermelo, Netherlands 24 - 26 Sep 2025
Microaggressions, Trauma, and Trauma-Aware Education in Higher Education
Oberg, Glenys and Leslie, Rachel. 2025. "Microaggressions, Trauma, and Trauma-Aware Education in Higher Education." International Childhood Trauma Conference 2025. Melbourne, Australia 17 - 22 Aug 2025
Reframing school refusal as school can't: Exploring the phenomenon through a trauma lens
Leslie, Rachel, Oberg, Glenys, Westphal, Tiffany, Rogers, Louise, Townley, Cris and Bromdal, Annette. 2025. "Reframing school refusal as school can't: Exploring the phenomenon through a trauma lens." International Childhood Trauma Conference 2025. Melbourne, Australia 17 - 22 Aug 2025
A systematic literature review exploring the evolving roles of school psychologists, counsellors and guidance officers in Australia: Insights using a multi-tiered system of supports framework
Leslie, Rachel and Oberg, Glenys. 2025. "A systematic literature review exploring the evolving roles of school psychologists, counsellors and guidance officers in Australia: Insights using a multi-tiered system of supports framework." Journal of Psychologists and Counsellors in Schools. https://doi.org/10.1177/20556365251334771
"If you don't have rapport, you haven't got anything really": affective intensities, relationality and rapport building in the work of CVE Intervention Practitioners
Stahl, Garth, Adams, Ben and Oberg, Glenys. 2024. ""If you don't have rapport, you haven't got anything really": affective intensities, relationality and rapport building in the work of CVE Intervention Practitioners." Dynamics of Asymmetric Conflict: pathways toward terrorism and genocide. 17 (3), pp. 239-256. https://doi.org/10.1080/17467586.2024.2380687
Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studies
Stahl, Garth, Oberg, Glenys, Fairbairn, Kirsten, McLay, Kate, Noble, Christy, Sale, Martin, Mandrusiak, Allison, Macmahon, Stephanie, Findlay, Wendy and Zafar, Sobia. 2024. "Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studies." Reflective Practice. 25 (5), pp. 567-588. https://doi.org/10.1080/14623943.2024.2372882
Understanding the Role of Masculinity through the Perspectives of Countering Violent Extremism (CVE) Intervention Practitioners Engaged in Men's (de)Radicalization
Stahl, Garth, Adams, Ben and Oberg, Glenys. 2024. "Understanding the Role of Masculinity through the Perspectives of Countering Violent Extremism (CVE) Intervention Practitioners Engaged in Men's (de)Radicalization." Gender Issues. 41. https://doi.org/10.1007/s12147-024-09338-4
Australian Teachers’ Perception of their Preparedness to Teach Traumatised Students: A Systematic Literature Review
Oberg, Glenys and Bryce, India. 2022. "Australian Teachers’ Perception of their Preparedness to Teach Traumatised Students: A Systematic Literature Review." Australian Journal of Teacher Education. 47 (2), pp. 76-101. https://doi.org/10.14221/ajte.2022v47n2.6