学生声音和选择的价值:在大学环境中开展以创伤为基础的参与式行动研究指南

Stephanie Hargrove, Stephanie Schuette, Noga Zerubavel, Jan Holton, Warren Kinghorn
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引用次数: 0

摘要

许多大专院校学生都生活在创伤的影响之下,因此需要在高等教育中开展更多有关创伤知情实践的研究。重要的是,这项研究要代表学生的需求和利益,并以适合创伤幸存者且安全的方式进行。我们描述了一个由学生和教师组成的纵向整合、跨学科参与式行动研究(PAR)团队致力于在大学校园中创建一个创伤知情学习环境的过程,并认为参与式行动研究和创伤知情护理(TIC)实践为包容性、公正性和社区响应性研究提供了重要的互补框架。我们描述了这个研究团队如何体现 PAR 的核心价值,即合作、融入当地知识、折衷主义和多样性、案例导向、新兴过程、将科学理解与社会行动联系起来,以及 TIC 的承诺,即创伤意识、安全、选择和赋权以及基于优势的导向。我们介绍了该团队的经验教训,并为寻求将 PAR 和 TIC 原则纳入其创伤和教育工作的研究人员提供了建议。从这一过程中汲取的主要经验教训强调了以下几点的重要性:1)建立和维护心理安全;2)公开谈论创伤;3)在承受持续的全球压力的同时,优先考虑应对创伤工作的困难。具体建议包括:1)以价值观为先导;2)承认并关注背景;3)认识到对创伤的定义是有争议的;4)树立勇敢对话的榜样;5)强调回应和关怀;6)传授管理痛苦情绪的策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Value of Student Voice and Choice: A Guide for Trauma-Informed Participatory Action Research in the University Setting
Many college and university students live with the effects of trauma, and more research is needed around trauma-informed practices in higher education. It is important that this research represents the needs and interests of students and that it be conducted in a way that is appropriate and safe for trauma survivors. We describe the process of forming a vertically integrated, interdisciplinary Participatory Action Research (PAR) team of students and faculty dedicated to creating a trauma-informed learning environment on a university campus and argue that PAR and Trauma-Informed Care (TIC) practices provide important and complementary frameworks for inclusive, just, and community-responsive research. We describe how this research team embodied core PAR values of collaboration, incorporation of local knowledge, eclecticism and diversity, case orientation, emergent process, and linking scientific understanding to social action, along with the TIC commitments of trauma awareness, safety, choice and empowerment, and strengths-based orientation. We describe lessons learned by the team and provide recommendations for researchers who seek to incorporate both PAR and TIC principles into their work on trauma and education. Central lessons learned from this process highlighted the importance of 1) establishing and maintaining psychological safety, 2) speaking openly about trauma, and 3) privileging responsiveness to the difficulty of working with trauma while living through ongoing global stressors. Specific recommendations include 1) lead with values, 2) acknowledge and attend to context, 3) recognize that defining trauma is controversial, 4) model courageous conversations, 5) emphasize responsiveness and care, and 6) teach strategies for managing painful emotions.
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