Conceptualising and assessing trauma-informed practice in Tasmanian secondary schools

Masters Thesis

Lobley, Cassandra. 2023. Conceptualising and assessing trauma-informed practice in Tasmanian secondary schools. Masters Thesis Master of Science Research. University of Southern Queensland. https://doi.org/10.26192/yyw0z
Title

Conceptualising and assessing trauma-informed practice in Tasmanian secondary schools

TypeMasters Thesis
AuthorsLobley, Cassandra
Supervisor
1. FirstDr Govind Krishnamoorthy
2. SecondDr Zahra Izadikhah
3. ThirdDr India Bryce
Institution of OriginUniversity of Southern Queensland
Qualification NameMaster of Science Research
Number of Pages140
Year2023
PublisherUniversity of Southern Queensland
Place of PublicationAustralia
Digital Object Identifier (DOI)https://doi.org/10.26192/yyw0z
Abstract

Exposure to traumatic experiences in childhood, and the resultant experiences of traumatic stress, has been linked to several negative health, social and educational outcomes across the globe. Efforts to mitigate the negative educational outcomes of such experiences have focused on the use of trauma-informed practice (TIP). Secondary school students experiencing traumatic stress frequently present a myriad of complex social, psychological and health concerns due to the cumulative impact of adverse experiences in childhood. Given the advent of TIP practices in secondary schools, the current research program aimed to (a) assess the attitudes and knowledge of TIP amongst secondary school educators and (b) develop a conceptual framework of TIP in secondary schools. Study 1 of this research program utilised TIP's widely used psychometric measure, the Attitudes Towards Trauma Informed Care (ARTIC-45), with secondary school educators (n = 135) in State, Catholic and Independent systems. The ARTIC-45 survey investigated their knowledge, understanding, attitudes and confidence in TIP. The findings revealed that educators have a Moderate TIP knowledge and understanding with further professional development and training needed. Study 2 involved 13 educators and teachers in semi-structured interviews exploring TIP practices in the secondary school context. Thematic analysis of the data revealed specific pedagogical practices that informed a preliminary conceptual framework for TIP in secondary schools encompassing the major domains of Belonging; Reliability; Attachment; Voice; Emotional regulation; School policy; and Teaching pedagogy (BRAVEST). The findings of the two studies highlight key challenges and opportunities for providing TIP to adolescents in the secondary school environment.

Keywordsadverse childhood experience, adolescent, ARTIC-45, education, secondary school, Tasmania, teacher, trauma, trauma-informed practice
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 20205205. Social and personality psychology
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsSchool of Psychology and Wellbeing
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