早期辍学与创伤教育:一项在四个欧洲国家的研究

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Rachel Spiteri, M. O’Riordan, C. Cefai, Gráinne Hickey, Stephen Smith
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引用次数: 0

摘要

本研究探讨了奥地利、爱尔兰、意大利和马耳他四个欧洲国家在第二次机会教育中创伤敏感实践的使用。该研究采用了定量方法,在249名从事二次教育的教育工作者中分发了一份在线问卷。超过一半的受访者认为,他们的大多数学生都经历过创伤,这突出了该部门对创伤敏感的做法的重要性。结果还表明,教育工作者普遍对创伤及其影响有较高水平的认知理解,也观察到相对较高水平的创伤关注支持和创伤敏感互动。在参与者中观察到低至平均水平的继发性创伤压力。课堂管理和学生参与的效率相对较高,具有更多年经验和专业培训的教育工作者在课堂管理方面取得了更高的分数。然而,专业培训与学生参与的效率并没有联系,这表明,新的专业培训计划的发展,重点是教育工作者如何提高学生的参与,可以帮助提高这些学生的教育体验。这项研究是伊拉斯谟+资助的研究项目“培养弱势早教毕业生的希望、幸福和韧性”(THRIVE)(2018-2020)的一部分,该项目旨在为教育工作者制定一个以创伤为重点的第二次机会教育培训计划,通过使教育工作者能够有效地与学生互动,为他们提供有意义的学习经验,以及提高教育工作者的课堂管理技能,来改善学生在这一领域的体验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Early school leaving and trauma-based education: a study in four European countries
ABSTRACT This research explores the use of trauma-sensitive practices in second chance education across four European countries, namely Austria, Ireland, Italy and Malta. The study used a quantitative methodology, whereby an online questionnaire was distributed amongst 249 educators who worked in second chance education. Over half of respondents believed that most of their students had experienced trauma, highlighting the importance of trauma-sensitive practices in this sector. Results also indicated that educators generally had a high level of perceived understanding of trauma and its impact, with relatively high levels of trauma-focused support and trauma-sensitive interactions also observed. A low to average amount of secondary traumatic stress was observed amongst participants. Efficacy in classroom management and in student engagement was found to be relatively high, with educators with more years of experience and specialist training having achieved higher scores in classroom management. Specialist training, however, was not linked with greater efficacy in student engagement, suggesting that the development of new specialist training programmes which focus on ways in which educators can increase students’ engagement could help to enhance the educational experience of these students. This study was conducted as part of the Erasmus+ funded research programme, Training Hope, Wellbeing, and Resilience in Vulnerable Early School Leavers (THRIVE) (2018–2020), which aimed to develop a trauma-focused training programme for educators in second chance education, to improve students’ experience in this sector by enabling educators to effectively engage with students, providing them with meaningful learning experiences as well as by improving educators’ classroom management skills.
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来源期刊
Pastoral Care in Education
Pastoral Care in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
20.00%
发文量
31
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