Trauma-Informed Education Practice in Cambodia

Wyatt, Zoe; Hoban, Elizabeth; Macfarlane, Selma

doi:10.18488/journal.1.2018.82.62.76

Cited by 7 publications

(4 citation statements)

References 14 publications

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“…The devastating outcomes of the genocide and other atrocities inflicted by the Khmer Rouge (KR) during the 1970s and the subsequent 20 years of international isolation that followed continue to have broader societal implications in Cambodia today (Bockers et al, 2011;Field et al, 2013;Wyatt et al, extension, trauma can be understood as the result of an overwhelming amount of strain on a person's stress-response system that exceeds their ability to cope (Perry & Szalavitz, 2006). Importantly, studies have found that childhood trauma can result in changes to brain function, producing serious self-regulation deficiencies, often classified as affect dysregulation, which is inclusive of both hyper-arousal (fight/flight stress response) and disassociation (Downey, 2007;Zeigler, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Other participants were supported by This Life Cambodia (TLC) TLC. Key informants at Hagar were interviewed during previous research (Wyatt et al, 2018) and they provided some early contextual information on building resilience in Cambodia, which was present in some of their clients. It was through these discussions that stories of survival and recovery of Hagar's young people emerged.…”

Section: Introducing the Ngosmentioning

confidence: 99%

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Pathways of Resilience and Recovery from Trauma for Cambodian Young People

Wyatt

2021

ASSC

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The majority of trauma and resilience research in Cambodia has focussed on survivors of the Khmer Rouge. This qualitative study set out to discover what protective factors promote resilience in young trauma survivors who are at least one generation removed. A Grounded Theory approach offered a guiding resilience framework that shaped 40 interviews: 26 participants comprised of Cambodian young people (ages 18-30) who had experienced significant early childhood trauma and 14 key informants from the Cambodian Child Protection non-governmental organization sector. Data from the young people was collected through the use of three instruments: semi-structured interviews, a narrative timeline of events and the Connor-Davidson Resilience Scale. These instruments were used to explore factors relating to recovery, resilience and wellbeing among the Cambodian young people. Key informant interviews were conducted to help understand how the Child Protection sector assists recovery from trauma in Cambodia. Analysis of the participants’ oral narratives sought to uncover, understand and explain the phenomena of resilience and factors contributing to their recovery, in a post-Khmer Rouge contemporary Cambodian context. According to the young people, key factors contributing to their recovery included emotional regulation, faith and spirituality, opportunities for education and employment, social connectedness and meaning making.

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Section: Introductionmentioning

confidence: 99%

Section: Introducing the Ngosmentioning

confidence: 99%

Pathways of Resilience and Recovery from Trauma for Cambodian Young People

Wyatt

2021

ASSC

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“…The origin of the Hagar model can be found in the BSEM ( Brunzell et al, 2015a ), which was supplemented by various approaches from psychology and social work and adapted to specific regional needs ( Wyatt et al, 2018 ). Due to missing evidence for a scientific foundation of the concept beyond these included approaches and on the components and implementation, studies are currently conducted to determine these elements ( Wyatt et al, 2017 , 2018 ).…”

Section: Resultsmentioning

confidence: 99%

Trauma-sensitive school concepts for students with a refugee background: a review of international studies

Lembke,

Linderkamp,

Casale

2024

Front. Psychol.

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Children and adolescents with a refugee background are at high risk for traumatization. Once they arrive in safe countries, schools are the institutions where teachers are responsible for caring for them sensitively and competently. Furthermore, schools are organized in learning groups consisting of multiple peers of the same age, which provides excellent opportunities for social learning and experiences of social support. In this respect, schools are the appropriate places where preventive concepts can be applied to students with a refugee background. This systematic review summarizes studies that examine or evaluate existing international concepts of trauma-sensitive schools for supporting traumatized students with a refugee background. Based on N = 41 selected articles, 17 relevant concepts of trauma-sensitive schools were identified. In 35.3% of the concepts, traumatized students with a refugee background are explicitly included in the target group of the concept, while 47.1% of the concepts refer to groups of students with trauma as a result of various adverse childhood experiences, which also occur more frequently within the population of refugee children and adolescents 17.6% of the concepts contain specific adaptations for pupils with a refugee background. The majority of these concepts were developed in the United States. Additional concepts can be reported for Australia, the United Kingdom, Turkey, and Cambodia. Based on available empirical data, no significant effectiveness regarding the researched concepts’ effects on academic and other school-related data can be determined. Although some studies indicate positive effects concerning school-related target variables, most of the studies have only limited significance due to inadequate research designs and methodological deficiencies. Therefore, there is a great need for further development, careful implementation, and evaluation of trauma-sensitive concepts in schools, especially for the growing group of refugee students.

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“…A significant consequence of the KR era is the relatively high prevalence of psychological trauma and PTSD among survivors, combined with the lack of available mental health supports and services. Given that more than 60% of present-day Cambodians were born after the fall of the KR, there is substantial evidence of secondary traumatization in the children of KR regime survivors (Bockers et al, 2011;Field et al, 2013;Sonis et al, 2009;Wyatt et al, 2018). Among those affected by trauma are parents who may struggle with attachment due to their own childhood trauma, potentially interfering with and compromising their ability to parent effectively (Field et al, 2013;Klaus & Vivodin, 2014).…”

Section: Modern-day Cambodia: In the Aftermath Of The Khmer Rougementioning

confidence: 99%

Intergenerational Trauma in the Aftermath of Genocide

Wyatt

2023

ejtas

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Intergenerational trauma can be understood as the transmission of historical trauma and its adverse effects and impact across generations. This has been witnessed across many nations, populations and marginalized groups, particularly in countries that have experienced long histories of war, systemic violence and/or human rights abuses. The article focuses on Cambodia in the aftermath of the Khmer Rouge and subsequent genocide as the impact of this short but profoundly devastating period in the country’s history continues to permeate many layers of life in Cambodia today. Some examples of trauma-informed research from Rwanda are also presented to highlight cross-cultural understandings of trauma and resilience. Through the research, this article explores the long-standing impacts of intergenerational trauma on the Cambodian population and discusses resilience in the aftermath of human rights violations.

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Trauma-Informed Education Practice in Cambodia

Cited by 7 publications

References 14 publications

Pathways of Resilience and Recovery from Trauma for Cambodian Young People

Pathways of Resilience and Recovery from Trauma for Cambodian Young People

Trauma-sensitive school concepts for students with a refugee background: a review of international studies

Intergenerational Trauma in the Aftermath of Genocide

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