A rationale for trauma-informed postgraduate supervision

McChesney, Katrina

doi:10.1080/13562517.2022.2145469

Cited by 11 publications

(9 citation statements)

References 117 publications

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“…Peer supervision can also support the learning of the supervisee by understanding their own experiences in relation to the experiences of peers ( 38 , 11 ). As there is an interaction between the lived experience researchers' roles and service user histories, a more clinical dimension to supervision may be of bene t, such as for example, drawing on psychoanalytic or trauma-informed approaches to supervision ( 39,22 ). Clinical supervision is mandatory for all healthcare professionals ( 23 ) but does not apply to lived experience researchers, although this factor suggests academic research supervision should incorporate elements of clinical supervision to better support the lived experience researcher.…”

Section: Discussionmentioning

confidence: 99%

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Identifying the priorities for supervision by lived experience researchers: A Q sort study

Gupta,

Eames,

Bryant

et al. 2023

Preprint

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Background Lived experience researchers draw on their lived experiences to inform and interpret their research. They bring complex service user and survivor histories to their work and must manage their health conditions and the interplay of their lived experiences with the research, population, and data they work with, as well as the more general challenges of being a researcher. They must navigate these dilemmas in addition to queries over their competency, due to issues relating to intersectionality and epistemic injustice. This justifies a motivation to better understand the experiences of lived experience researchers and develop appropriate and personalised supervision based on their preferences and needs. Method Q methodology was used to identify a collection of identity-related issues that impact lived experience researchers during PhD research. These 54 statements were presented to 18 lived experience researchers to prioritise as topics to explore to understand their subjective needs from supervision. Results Three distinct factors were found following an inverted factor analysis: Factor 1: Strengthening my identity, skills, growth, and empowerment; Factor 2: Exploring the emotional and relational link I have with the research and Factor 3: Navigating my lived and professional experiences practically and emotionally. The findings suggest that there are three types of lived experience researchers, each with different needs from supervision, suggesting the population is heterogeneous. Conclusions The research identified a deeper understanding of the subjective needs of lived experience researchers and highlights the importance of personalised supervision according to their individual needs, and preferences for supervision. The findings reinforce the importance of integrating a clinical dimension into supervision to support the needs of each lived experience researcher.

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Section: Discussionmentioning

confidence: 99%

“…Additionally, trauma-informed approaches to supervision have been created ( 22 ). However, there is no guidance or even recognition of supervision informed by identity-related issues of the lived experience researcher.…”

Section: Introductionmentioning

confidence: 99%

Identifying the priorities for supervision by lived experience researchers: A Q sort study

Gupta,

Eames,

Bryant

et al. 2023

Preprint

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“…Another important aspect of postgraduate supervision is motivational support, which is crucial to the postgraduate journey. Pursuing postgraduate study involves psychological challenges that can negatively impact motivation, self-efficacy, and emotional wellbeing over the program duration (Clarence & van Heerden, 2023;Ferreira-Meyers, 2022;McChesney, 2022). Research increasingly recognizes supervisors who provide encouragement, reassurance, and emotional backing help sustain students through self-doubt, anxiety, or burnout (Ives & Rowley, 2005;Wadesango & Machingambi, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Navigating the Academic Odyssey: Exploring the Role of Supervisors in Supporting Postgraduate Students

Adedokun,

Oyetunde-Joshua

2024

JCVE

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Postgraduate supervision entails an intensive, one-on-one academic relationship between the supervisor and student. Through this relationship, the supervisor facilitates the student's scholarly development. This study investigates supervisors' roles in supporting postgraduate students from the students’ perspective. This study through in-depth semi-structured interviews with 12 doctoral and masters students at two universities seeks to investigate how postgraduate students perceive and undergo guidance from their supervisors. The factors analyzed include the role of networking and motivational supports provided by supervisors during postgraduate students’ research journey. This study explores the ways supervisors provide career mentoring and networking to prepare students for postgraduate careers, and how they inspire and emotionally assist students through inherent research challenges. The findings identify strengths in supervisory support and areas needing enhancement. The findings indicate that many students desire more hands-on help with methodology and writing and career mentoring emerges as an area where postgraduate support falls short of expectations. The study recommends that supervisor trainings be provided for supervisors and intending ones, and such trainings should be focused on writing guidance, networking, advising and motivation. By implementing such programs, universities can empower supervisors to optimally assist students, thereby enhancing experiences and outcomes.

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“…Currently, higher education mostly adopts a reactive approach in responding to student trauma, passively and independently providing psychological counselling services and support for traumatized students (New England Board of Higher Education, 2020). However, with the changing environment and increasingly distinct individual characteristics, schools should consider being more predictive of all possible needs and of students, seeking to develop universal design for learning (UDL) pedagogies suitable for all and disadvantageous to none (McChesney, 2022), and being more proactive and systematic in providing support to students who have experienced trauma. Trauma-informed schools mean schools address the impact of trauma on students across the school; create an environment in which all students feel safe, supported, trusted, and welcome (Cole et al, 2013); and mitigate and heal the developmental challenges that arise from students' prolonged experience of adversity.…”

Section: Trauma-informed Practice Model In Higher Educationmentioning

confidence: 99%

“…Trauma can occur at any stage, the impact of ACE on individuals has been widely documented, and traumatic childhood experiences can have a profound impact on the brain, so the negative consequences of childhood traumas (violence, abuse, war, discrimination, etc.) often accompany victims' transition to higher education (McChesney, 2022;Wells, 2023). These traumas are common among college students when they first enter campus, causing higher rates of mental illness, physical illness, and bad living habits than students without traumatic experiences (Oehme et al, 2019).…”

Section: The Significance Of Implementing Trauma-informed Educationmentioning

confidence: 99%

Trauma-Informed Practices in Higher Education: A Comprehensive Literature Review (2015–2023)

Gao,

Chen,

Yao

2023

IJHE

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The impact of trauma extends across various aspects of individual development, emotional regulation, and social behaviours, subsequently influencing academic performance, classroom engagement, and overall achievements in educational settings. Recognizing higher education as a pivotal stage in the educational system, it is imperative to address the development of trauma-informed practices at this level. This article aims to contribute to this discourse by systematically collecting and reviewing relevant literature pertaining to higher education and trauma-informed practices. Its objective is to organize and analyze the existing literature from 2015 to 2023 on the evolution of trauma-informed practices in higher education, elucidate its current developmental status, underscore its significance, and engage in a discussion regarding the implications and future directions for research in the field of trauma-informed higher education.

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A rationale for trauma-informed postgraduate supervision

Cited by 11 publications

References 117 publications

Identifying the priorities for supervision by lived experience researchers: A Q sort study

Identifying the priorities for supervision by lived experience researchers: A Q sort study

Navigating the Academic Odyssey: Exploring the Role of Supervisors in Supporting Postgraduate Students

Trauma-Informed Practices in Higher Education: A Comprehensive Literature Review (2015–2023)

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