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Trauma-informed education practice in Cambodia

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journal contribution
posted on 2018-02-23, 00:00 authored by Zoe Wyatt, Elizabeth HobanElizabeth Hoban, Selma MacfarlaneSelma Macfarlane
There 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.

History

Journal

International journal of Asian social science

Volume

8

Pagination

62-76

Location

Karachi, Pakistan

Open access

  • Yes

ISSN

2226-5139

Language

English

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2018, AESS Publications

Issue

2

Publisher

Asian Economic and Social Society

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