Avery Julie, Morris Heather, Jones Annemarie, Skouteris Helen, Deppeler Joanne
Health and Social Care Unit, School of Public Health and Preventive Medicine, Monash University, Melbourne, Vic Australia.
MacKillop Institute, Melbourne, Australia.
J Child Adolesc Trauma. 2021 Nov 2;15(3):771-785. doi: 10.1007/s40653-021-00394-6. eCollection 2022 Sep.
Staff perceptions and attitudes regarding the introduction of the Reframing Learning and Teaching Environments (ReLATE) trauma-responsive school-wide approach were investigated in three Catholic primary schools in Victoria, Australia. School leaders, teachers, and support staff were interviewed regarding their experiences of the approach either individually or in focus groups. Educator attitudes towards trauma-responsive education was evaluated using the ARTIC-ED Scale, prior to and after participating in the six-month intervention. Qualitative data were interpreted using ecological analysis of the themes arising guided by the trauma informed principles and frameworks of the Substance Abuse and Mental Health Services Administration (SAMHSA) and the Trauma Learning Policy Initiative (TLPI). Findings indicated significant shifts towards trauma-responsive practice following the introduction of ReLATE. Strong themes emerged relating to the influence of improved trauma knowledge on perceptions of student behavior, consequent reported adaptations to behavior management practices, strengthened sense of trust and respect in the school climate, the centrality of leadership to effect change, and importance of school-fit to program uptake. Strengths and limitations of ReLATE are considered, along with implications for teacher professional learning, the role of leadership in effecting change and significance of perceived school-fit and collaboration.
The online version contains supplementary material available at 10.1007/s40653-021-00394-6.
在澳大利亚维多利亚州的三所天主教小学，对员工关于引入“重塑学习与教学环境（ReLATE）”全校创伤应对方法的看法和态度进行了调查。就学校领导、教师和辅助人员对该方法的体验，分别或在焦点小组中对他们进行了访谈。在参与为期六个月的干预措施之前和之后，使用“ARTIC - ED量表”评估教育工作者对创伤应对教育的态度。定性数据采用生态分析方法进行解读，该分析以物质滥用和精神健康服务管理局（SAMHSA）以及创伤学习政策倡议（TLPI）的创伤知情原则和框架为指导，对所产生的主题进行分析。研究结果表明，引入ReLATE后，在创伤应对实践方面发生了显著转变。出现了一些强烈的主题，涉及创伤知识的提高对学生行为认知的影响、随后报告的对行为管理实践的调整、学校氛围中信任和尊重感的增强、领导在促成变革中的核心作用以及学校与项目适配度对项目采用的重要性。同时考虑了ReLATE的优势和局限性，以及对教师专业学习的启示、领导在促成变革中的作用以及感知到的学校适配度和协作的重要性。
在线版本包含可在10.1007/s40653 - 021 - 00394 - 6获取的补充材料。
