School of Languages, Literatures and Cultural Studies, Trinity College, Dublin, Republic of Ireland.
Health Soc Care Community. 2022 Nov;30(6):e5863-e5874. doi: 10.1111/hsc.14017. Epub 2022 Sep 11.
Although the provision of trauma-informed psychoeducation for carers of adolescents who have experienced traumatic events has been shown to be a fundamental aspect of the recovery process, it is not routinely made available to the social care workers who look after unaccompanied asylum-seeking adolescents living in residential care. Furthermore, the development of the content of trauma-informed psychoeducation is rarely informed by those who have experienced trauma or the professionals who support them. This paper documents the process of ensuring that these voices inform the development and delivery of trauma-informed psychoeducation for the social care workers working in this context. Four clinical reflection and three professional reflection composites were developed from the reflexive clinical journal data of the author's clinical practice as an expressive arts psychotherapist working with 28 unaccompanied minors during a 4-year period. As well as drawing on clinical reflections from therapy sessions (one to two paragraphs per session), the composite material drew on notes on informal conversations between the author and the professionals involved in the lives of unaccompanied minors (one to two paragraphs weekly). The latter was often a response to different situations which arose with the unaccompanied minors in their care, thereby demonstrating the need for a more structured and formalised delivery of psychoeducation for these professionals. The composite material was complemented with a training needs assessment in the form of a vignette and accompanying open questions conducted with 30 social care workers looking after unaccompanied minors in residential care. Reflexive thematic analysis on combined data sets identified the following themes: Impact of trauma on everyday lives Trauma-informed engagement Helping with difficult feelings and loss Reducing the stigma of therapy The resulting training content was enhanced by the selection of tools and techniques developed by a number of clinicians-researchers with expertise in healing post-traumatic stress.
尽管已经证明，为经历创伤事件的青少年的照顾者提供创伤知情心理教育是康复过程的一个基本方面，但居住在住宿照料中的无人陪伴寻求庇护的青少年的社会照顾工作者通常无法获得这种服务。此外，创伤知情心理教育的内容的制定很少由经历过创伤的人或支持他们的专业人员来提供信息。本文记录了确保这些声音为在这种情况下工作的社会照顾工作者提供创伤知情心理教育的发展和实施提供信息的过程。从作者在作为表达性艺术治疗师的临床实践中的反思性临床期刊数据中开发了四个临床反思和三个专业反思组合，这些数据涉及在四年期间与 28 名无人陪伴的未成年人的工作。除了从治疗会议的临床反思中汲取灵感（每次会议一到两段）外，综合材料还借鉴了作者与无人陪伴未成年人生活相关的专业人员之间非正式对话的笔记（每周一到两段）。后者通常是对照顾的无人陪伴未成年人出现的不同情况的回应，从而表明这些专业人员需要更有结构和形式化的心理教育。综合材料以一个案例和伴随的开放问题的形式补充了培训需求评估，该评估是与 30 名照顾无人陪伴未成年人的社会照顾工作者进行的。对综合数据集进行的反思性主题分析确定了以下主题：创伤对日常生活的影响 创伤知情的参与 帮助处理困难情绪和失落感 减少治疗的耻辱感 由此产生的培训内容通过选择由一些具有创伤后应激治疗专业知识的临床研究人员开发的工具和技术得到了增强。
