The case for integrating trauma informed family therapy clinical practice within the school context

O’Gorman, Shannon

doi:10.1080/03069885.2017.1407919

Cited by 10 publications

(2 citation statements)

References 15 publications

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“…In this study, involving a therapeutic support service to families based in the school, parents continued to support each other when the programme was finished (Perry and Daniels, 2016). Collaboration included school counsellors linking with therapy services (O'Gorman, 2018).…”

Section: The Student Voice and Connected Relationshipsmentioning

confidence: 99%

What Is a Trauma Informed Classroom? What Are the Benefits and Challenges Involved?

Sweetman

2022

Front. Educ.

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This paper investigates the elements of a “trauma informed classroom.” The origins of this approach lie in the developing understanding of Adverse Childhood Experiences (ACEs) and their significant life-long negative effects on development in all areas of life. The study takes a narrative topical approach drawing on established research on trauma impact, and the emerging studies on trauma informed approaches in education. Children and young people affected by traumas such as living with addiction, domestic violence or severe neglect are currently attending educational institutions. There are also young refugees, who are victims of state sponsored violence and brutality. These young people frequently struggle with concentration and may also have relational and behavioural difficulties. Logistical difficulties around attendance, resources, and PTSD type symptoms add to their burden and lead to dropping out or gaining a reputation as a troublemaker or incapable student. The foundation of the “trauma informed classroom” is an understanding by teachers of the daily circumstances of their pupils’ lives, and awareness of what trauma-based reactions and behaviours look like. The rituals and teaching methods of the classroom may be modified in response to the pupils’ needs, in consultation with them, and in a system of ongoing feedback. This work necessitates a collaborative team to support the teacher, and access relevant services. The aim of this paper is to explore the elements of a trauma informed classroom. The benefits and challenges for pupils and teachers will also be discussed.

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Section: The Student Voice and Connected Relationshipsmentioning

confidence: 99%

What Is a Trauma Informed Classroom? What Are the Benefits and Challenges Involved?

Sweetman

2022

Front. Educ.

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“…It is suggested that much of the trauma-aware work of school counsellors focuses on therapeutic work to prevent, minimise or address the impacts of complex trauma on the mental health and wellbeing of students, which can often present as complex behavioural concerns or threats to academic functioning (Allison & Ferreira, 2017;O'Gorman, 2018). It is proposed that school counsellors are well qualified and skilled to do this work due to their specialised knowledge, training and experience, and that this work can sometimes extend to family-based therapies (Berger &Samuel, 2020;Costa, 2017;O'Gorman, 2018). School counsellors also have a significant role in supporting the mental health and wellbeing and school functioning of students in the child protection system and who are living in outof-home care (Martinez et al, 2020).…”

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confidence: 99%

The School Counsellor’s Role in Trauma-Aware Education

Howard

L’Estrange

Brown

2022

Journal of Psychologists and Counsellors in Schools

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It is not unusual for school counsellors to be involved in trauma-aware education practice; however, their role is not uniformly defined in the literature nor consistently applied in professional settings. Trauma-aware education is relatively new but rapidly growing in Australia and beyond. It involves supporting students in a neuroscience-informed manner to address the impacts of complex trauma on their capacities to feel safe, to relate, to emotionally regulate, and to learn. Twenty-six school counsellors completed questionnaires, and eight of those joined focus group discussions to explore the role of school counsellors in trauma-aware practice in Queensland, Australia. Drawing on the voices of practitioners, the present report discusses categories of practice that are prioritised by school counsellors and recommends supports to effectively undertake trauma-aware practice in school settings.

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Evaluating frameworks for practice in mainstream primary school classrooms catering for children with developmental trauma: an analysis of the literature

et al. 2020

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Integral to the protection of children against ongoing abuse and neglect and trauma experiences are teachers and school-based staff. This paper aims to discuss and reflect on the practice frameworks, models, approaches and programs that exist in mainstream school contexts to address the developmental and learning needs of children in primary schools who have experienced trauma in their early childhood years. This paper explores the importance of enablers, finding exceptions to the practices that often limit the support of ongoing protection of children in schools and the importance of the willingness, confidence and capacity of school-based staff. This paper proposes areas of future research to address the identified gaps existing for children with developmental trauma trying to learn and exist in a schooling system that is struggling to meet their needs.

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The case for integrating trauma informed family therapy clinical practice within the school context

Cited by 10 publications

References 15 publications

What Is a Trauma Informed Classroom? What Are the Benefits and Challenges Involved?

What Is a Trauma Informed Classroom? What Are the Benefits and Challenges Involved?

The School Counsellor’s Role in Trauma-Aware Education

Evaluating frameworks for practice in mainstream primary school classrooms catering for children with developmental trauma: an analysis of the literature

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