Berger Emily, Carroll Matthew, Maybery Darryl, Harrison Dylan
1Faculty of Education, Monash University, 19 Ancora Imparo Way, Clayton, Victoria Australia.
2Monash Rural Health, Monash University, Churchill, Victoria Australia.
J Child Adolesc Trauma. 2018 Aug 31;11(4):521-530. doi: 10.1007/s40653-018-0228-6. eCollection 2018 Dec.
Children from disadvantaged backgrounds often experience high levels of traumatic stress, however, little is known about their experiences and the responses of their teachers following disasters. The aim of this study was to examine, from the perspective of teachers, the impact of a critical community-wide traumatic event on student and staff wellbeing, and student learning and teaching practices at a specialist school for disadvantaged and displaced youth in Australia. Eight school staff were interviewed, including administrative, teaching, and support personnel, with their responses interpreted using Interpretative Phenomenological Analysis. Results focused largely on the impact of the event and the resultant relocation of the school on staff and student health, reduced opportunities for learning, changes to teaching and student engagement, and the strengths and limitations of the trauma-informed approach of the school. Implications for teacher education and school trauma-informed models are discussed.
来自弱势背景的儿童经常经历高度的创伤性压力，然而，对于他们的经历以及灾难发生后教师的反应却知之甚少。本研究的目的是从教师的角度，考察澳大利亚一所面向弱势和流离失所青年的特殊学校发生的一起重大社区创伤事件对学生和教职员工福祉、学生学习及教学实践的影响。研究人员采访了八名学校工作人员，包括行政、教学和支持人员，并运用解释现象学分析方法对他们的回答进行解读。结果主要聚焦于该事件的影响以及学校随后的搬迁对教职员工和学生健康的影响、学习机会减少、教学和学生参与度的变化，以及学校创伤知情方法的优势和局限性。文中还讨论了对教师教育和学校创伤知情模式的启示。
