Dealing with Student Trauma: Exploring School Leadership Experiences and Impact

Berger, Emily; Martin, Karen; Phal, Anushka

doi:10.1080/15700763.2020.1836231

Cited by 6 publications

(2 citation statements)

References 32 publications

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“…The present study identified that the trauma-aware work of school counsellors can be influenced by school and systemic factors that can either support or hinder their practice. A significant influence identified in the study was the need for school and system leadership to be trauma-aware and to support the trauma-aware practice of counsellors (Berger, Martin et al, 2020). Other influential factors include the need for adequate resourcing, supportive peers, professional and clinical supervision, shared teamwork in and across schools (Balch & Balch, 2019), and purposeful and planned strategies for self-care (Berger & Samuel, 2020;DuBois & Mistretta, 2020;Parker & Henfield, 2012).…”

Section: Discussionmentioning

confidence: 99%

The School Counsellor’s Role in Trauma-Aware Education

Howard

L’Estrange

Brown

2021

J. Psychol. Couns. Sch.

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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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Section: Discussionmentioning

confidence: 99%

The School Counsellor’s Role in Trauma-Aware Education

Howard

L’Estrange

Brown

2021

J. Psychol. Couns. Sch.

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“…Feeling as though they are a part of something gives students a sense of safety and belonging that can affect them in other aspects of their lives (Berger et al, 2022;Tempkin et al, 2020). Academics can be positively influenced because there is a time and space for individuals to grow and feel more successful (Koslouski & Stark, 2021).…”

Section: Building Relationshipsmentioning

confidence: 99%

Using trauma-informed practice to support students and educators in a Post-COVID world: an action research project

Welch

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Children enter classrooms each day with a variety of experiences, and it is the hope that their teachers do their best to meet their needs. The 2020 global pandemic had a collective impact and resulted in new experiences -in big and small ways. The purpose of this Action Research study was to investigate trauma-informed resources and develop practices that teachers and staff could utilize while supporting all students and themselves. Participants for both cycles of work were educators from a K-5 elementary school in the Northeast. Cycle 1 semi-structured interviews enabled participants to share their experiences and perspectives about trauma-informed practices used at the research site, the strengths of those resources, and what was needed. The action step took the form of shared reading and focus group discussion to build knowledge about trauma-informed practices, designed, implemented, and evaluated to reinforce and develop best practices to support all students and educators in a post-pandemic world. Evaluation of Cycle 2 was done through surveys and focus group exit tickets. Findings included the significant impact of shifting educators' mindset around building school community and relationships and the importance of advocating for staff needs, including time, space, and resources. Implications for the organization included the creation of a community committee sustaining change, a commitment to reinstating community events and activities from before the pandemic, and continued knowledge building of trauma-informed practices (TIP) through a shared resource hub.

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