Conceptualising and assessing trauma-informed practice in Tasmanian secondary schools
Masters Thesis
Title | Conceptualising and assessing trauma-informed practice in Tasmanian secondary schools |
---|---|
Type | Masters Thesis |
Authors | Lobley, Cassandra |
Supervisor | |
1. First | Dr Govind Krishnamoorthy |
2. Second | Dr Zahra Izadikhah |
3. Third | Dr India Bryce |
Institution of Origin | University of Southern Queensland |
Qualification Name | Master of Science Research |
Number of Pages | 140 |
Year | 2023 |
Publisher | University of Southern Queensland |
Place of Publication | Australia |
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. |
Keywords | adverse childhood experience, adolescent, ARTIC-45, education, secondary school, Tasmania, teacher, trauma, trauma-informed practice |
Contains Sensitive Content | Does not contain sensitive content |
ANZSRC Field of Research 2020 | 5205. Social and personality psychology |
Public Notes | File reproduced in accordance with the copyright policy of the publisher/author. |
Byline Affiliations | School of Psychology and Wellbeing |
https://research.usq.edu.au/item/yyw0z/conceptualising-and-assessing-trauma-informed-practice-in-tasmanian-secondary-schools
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