Trauma in Schools—Understanding Staff Reactions Through The Application Of Psychoanalytic Concepts And Systemic Metaphors

Greenway, Carol

doi:10.1080/02667360500205925

Cited by 5 publications

(2 citation statements)

References 9 publications

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“…McCaffrey (2004) noted that although there have been a number of traumatic incidents it has only been infrequently necessary to carry out psychological first aid in terms of a PD meeting. Greenway (2005) took a different angle looking at staff reactions. She explains the range of grief reactions following different types of events.…”

Section: Eps Response Within the Ukmentioning

confidence: 99%

Exploring the development of critical incident response teams

Lockhart

Woods

2016

International Journal of School & Educational Psychology

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Chapter 1: Introduction Chapter 2: Literature review 2.1 Introduction 2.1.1 History of Critical Incidents within the literature 2.1.2 Literature on Critical Incidents from 1970s 2.1.3 Literature on Critical Incidents from 1980s 2.1.4 Literature on Critical Incidents from 1990s 2.1.5 Literature on Critical Incidents from 2000 to the present 2.1.6 Summary of Literature on Critical Incidents from 1970s to the present day 2.2 Post-traumatic Stress Disorder 2.3 Prevalence of Critical Incident Response within Educational Psychology Services 2.4 How do Educational Psychology Services Respond to Critical Incidents? 2.4.1 Educational Psychology Service response within the UK 2.4.1.1 Content analysis of leaflets 2.4.2 Educational Psychology Service response within USA and Israel 2.5 Interventions 2.6 How are Local Authority Critical Incident Response Services Set Up? 2.7 What Factors Influence Change in Organisations? 2.8 How are Critical Incident Services Evaluated?

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Section: Eps Response Within the Ukmentioning

confidence: 99%

Exploring the development of critical incident response teams

Lockhart

Woods

2016

International Journal of School & Educational Psychology

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“…Two studies are of note. Greenway (2005) looks at the impact of trauma on school staff from a psychoanalytic perspective, suggesting that traumatic events hit schools doubly hard as they “contradict the efforts by schools to establish a predictable routine and consistent discipline to ensure pupil learning, safety and security” (p. 236). Blackwelder (1995) draws similar conclusions, suggesting that teacher stress is exacerbated by the need to return to the scene of the event every day—something that many emergency workers would not be faced with—and by “the tendency to deny or to steel themselves against the natural human responses to stress in an effort to care for the children” (p. 13).…”

mentioning

confidence: 99%

Coping Strategies Used by School Staff After a Crisis: A Research Note

Cole¹,

Hayes²,

Jones³

et al. 2013

Journal of Loss and Trauma

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There is much literature on crisis support in schools but little on how school staff are affected. This research had two aims: to begin to explore the coping strategies used by school staff after a crisis event, and to investigate measures that might prove valuable for future research. Seven cases are presented using three measures: the WHO (Five) Wellbeing Index, the Impact of Event Scale–Revised, and the Ways of Coping–Revised. Results from this initial study show great variation in the range of responses reported by teachers.

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The school-to-prison pipeline: a failed holding environment

Catrone

2021

Journal of Psychosocial Studies

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The deleterious impact of the school-to-prison pipeline (STPP) on minority youth in the United States, as well as the underlying sociocultural and political factors contributing to the pipeline, are well established. While the literature provides abundant evidence about the negative impact of secondary school punitive and exclusionary disciplinary policies on students’ behavioural and academic outcomes, consideration of the relational world of the school and its subjective impact is largely absent. This article contributes an examination of the relational world of schools to the analysis of the STPP and its developmental impact on youth of colour. By applying Diamond’s (2017; 2020) object relations approach to life in secondary schools, the article exposes how the STPP undermines schools’ capacity to provide a healthy holding environment. The article demonstrates how the school functions as a failed holding environment and concludes with case examples illustrating how psychodynamically informed school-based interventions are positioned to mitigate the toxic effects of the STPP on the identity development of adolescents of colour.

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Trauma in Schools—Understanding Staff Reactions Through The Application Of Psychoanalytic Concepts And Systemic Metaphors

Cited by 5 publications

References 9 publications

Exploring the development of critical incident response teams

Exploring the development of critical incident response teams

Coping Strategies Used by School Staff After a Crisis: A Research Note

The school-to-prison pipeline: a failed holding environment

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