创伤挑战:教师如何体验遭受复杂创伤的学生

IF 0.9 Q3 EDUCATION, SPECIAL
Anne Southall
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引用次数: 0

摘要

有关幼儿期心理创伤影响的研究描述了虐待和忽视儿童对大脑发育造成的深远而长期的影响,以及随之而来的关键认知和社会发展方面的缺陷。尽管教育工作者越来越努力地了解这种影响,并在课堂上更加 "关注创伤",但人们对这一过程或对教师的要求却知之甚少。本研究探讨了澳大利亚维多利亚州地区六位教师在课堂上应用神经科学知识的经验,并指出了他们所面临的许多个人和专业挑战。批判性反思被用来深入探讨他们的集体经验,并在这项复杂的工作中为他们提供支持。研究结果描述了创伤知情教育的细微差别和人际性质,并暗示了在教师实践中进行批判性反思的必要性,这是这一过程中的一个重要因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The trauma challenge: How teachers experience students with complex trauma

Research documenting the effects of trauma in early childhood describes the profound and long-term consequences of child abuse and neglect on the developing brain and the subsequent deficits in critical cognitive and social development. While educators have increasingly endeavoured to understand this impact and become more ‘trauma-informed’ in their classrooms, little is understood about the process or what it requires of the teacher. This study explores the experiences of six teachers in regional Victoria, Australia, who sought to apply their neuroscientific understandings in their classrooms, and identifies the many personal and professional challenges they confronted. Critical reflection was employed both to deeply explore their collective experiences and to support them in this complex work. Findings describe the nuanced and interpersonal nature of trauma-informed education and imply the need for critical reflection in teacher practice as an important element in the process.

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来源期刊
CiteScore
1.90
自引率
15.40%
发文量
52
期刊介绍: This well-established and respected journal covers the whole range of learning difficulties relating to children in mainstream and special schools. It is widely read by nasen members as well as other practitioners, administrators advisers, teacher educators and researchers in the UK and overseas. The British Journal of Special Education is concerned with a wide range of special educational needs, and covers all levels of education pre-school, school, and post-school.
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