hoban-traumainformed-2018.pdf (420.33 kB)
Trauma-informed education practice in Cambodia
journal contribution
posted on 2018-02-23, 00:00 authored by Zoe Wyatt, Elizabeth HobanElizabeth Hoban, Selma MacfarlaneSelma MacfarlaneThere is limited evidence that specifically focuses on teachers‟ use of trauma-informed approaches in their classrooms. Trauma models exist in resource rich countries and many have been developed by social workers, however information about implementation of these models in resource poor countries is missing in the literature.
This study explores the trauma-informed practice of teachers, social workers and clinicians working with traumatized children at Hagar International Cambodia. The research used an interpretive escriptive methodology encompassing a qualitative approach to data collection. Ten individual interviews and one focus group discussion were conducted at Hagar‟s Phnom Penh school and office locations. Fourteen individuals participated in the study. Findings indicate a convergence of trauma-informed themes, including encouragement and empowerment, behaviour management strategies, collaboration and relationship with others, trauma challenges and healing
from trauma. This article explores Hagar International Cambodia‟s trauma-informed education model and the experiences of social workers and educators working with traumatized children.
This study explores the trauma-informed practice of teachers, social workers and clinicians working with traumatized children at Hagar International Cambodia. The research used an interpretive escriptive methodology encompassing a qualitative approach to data collection. Ten individual interviews and one focus group discussion were conducted at Hagar‟s Phnom Penh school and office locations. Fourteen individuals participated in the study. Findings indicate a convergence of trauma-informed themes, including encouragement and empowerment, behaviour management strategies, collaboration and relationship with others, trauma challenges and healing
from trauma. This article explores Hagar International Cambodia‟s trauma-informed education model and the experiences of social workers and educators working with traumatized children.
History
Journal
International journal of Asian social scienceVolume
8Issue
2Pagination
62 - 76Publisher
Asian Economic and Social SocietyLocation
Karachi, PakistanPublisher DOI
Link to full text
ISSN
2226-5139Language
EnglishPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2018, AESS PublicationsUsage metrics
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