Cambridge University Press eBooks, Год журнала: 2024, Номер unknown, С. 214 - 242
Опубликована: Дек. 22, 2024
Язык: Английский
European journal of psychotraumatology, Год журнала: 2025, Номер 16(1)
Опубликована: Янв. 6, 2025
There is a risk of re-traumatisation for survivors trauma who engage with the Justice system, given their high propensity to encounter situations that trigger traumatic responses. While growing body research has explored experience informed practice (TIP) from service user perspectives, little incorporated views and experiences practitioners working in system terms implementation TIP setting.
Язык: Английский
Процитировано
1
Frontiers in Education, Год журнала: 2025, Номер 10
Опубликована: Март 14, 2025
Equipping adolescents with the skills to reduce distress is a priority in education, because common during this period and often precursor serious emotional disorders. Fostering trait mindfulness, which associated lower levels of perceived distress, could be an effective way but little known about how maximise or underlying mechanisms by these abilities help buffer distress. This study aimed examine associations between teacher-student relationships adolescents’ mindfulness We hypothesised that would directly predict reductions partially mediate relationship A quantitative, cross-sectional design was used test hypotheses. Participants were 124 UK secondary school students aged 13 15 years old. They completed measures including Five Facet Mindfulness Questionnaire, subscale Perceived Stress Scale 10, Teacher-Student Relationship Student Engagement Instrument. found positive significantly predicted higher Trait fully mediated The findings indicate nurturing staff students, schools can foster students’ skills, turn helping
Язык: Английский
Процитировано
0
Education Sciences, Год журнала: 2024, Номер 14(7), С. 704 - 704
Опубликована: Июнь 28, 2024
Childhood trauma can exert a negative influence in the lives of young children. Yet, while Early Education and Care (ECEC) professionals are perfectly positioned to support children exposed such trauma, extant research reports scarcity bespoke awareness training for ECEC profession. The aim current study served explore knowledge, strategies, profession Republic Ireland. A comprehensive survey instrument, comprising 45 items across 5 Thematic Domains related knowledge training, was disseminated nationwide. With response rate 1053 participants, key findings revealed (i) fragmented understanding what constitutes childhood (ii) significant association between lower levels educational attainment education (Initial Practitioner Education, p = 0.000; Continuous Professional Development, 0.039). Further, 95% participants called context-specific, substantiating voracious appetite this crucial cog learning continuum, thus reflecting need urgent reform address complexities discourse.
Язык: Английский
Процитировано
2
Frontiers in Child and Adolescent Psychiatry, Год журнала: 2024, Номер 3
Опубликована: Июль 23, 2024
Introduction The well-being of trauma-affected children and youth in residential care settings is contingent upon the workers who for them, are increasingly expected to provide a trauma-informed manner. (RCWs) may be impacted by their own histories adversity, capacity individually collectively navigate resources that sustain (resilience), current perceptions professional quality life. Objective This study aimed fill research gap canvassing perspectives RCWs determine what how they need supported work. We sought better understand personal (adverse childhood experiences, resilience) (compassion satisfaction, burnout, secondary traumatic stress) experiences capacities bring into work might impact youth. Method A sample 226 from four organizations across three Canadian provinces completed self-report questionnaire portrait history adverse as measured ACE , which included two additional questions reflecting more nuanced expanded understanding potential adversity context; resilience, Adult Resilience Measure ; compassion stress, Professional Quality Life . Mediation was conducted examine whether resilience mediated relationship between ACEs life indicators. Results (1) reported experiencing at rates much higher than general population norm samples, especially regarding experience 4–5+ ACEs, known threshold increased severity negative outcomes; (2) experienced levels indicators similar those other human services professions serving trauma-impacted individuals; (3) RCW significantly had significant total effect stress. These results suggest importance enhancing multiple ways, mainly contexts. Recommendations enhancement suggestions future provided.
Язык: Английский
Процитировано
0
Education and Information Technologies, Год журнала: 2024, Номер unknown
Опубликована: Авг. 26, 2024
Язык: Английский
Процитировано
0
Kōtuitui New Zealand Journal of Social Sciences Online, Год журнала: 2024, Номер unknown, С. 1 - 22
Опубликована: Окт. 10, 2024
This paper examines the lived experiences of former students who attended a second chance education [SCE] secondary school in New Zealand. Like charter schools Zealand, School A (Pseudonym) was established to work collaboration with local tertiary provider and within wider South Auckland region. provide opportunities for had dropped out or did not fit into mainstream system Drawing on qualitative methods, we give meaning eight individuals highlight how sociocultural socioeconomic factors led these feel invisible A's practices, such as addressing teachers by their first names emphasising hands-on learning transformed lives. research provides insights potential SCE reengaging disengaged youth fostering pathway towards creating responsible citizen.
Язык: Английский
Процитировано
0
The Australian Educational Researcher, Год журнала: 2024, Номер unknown
Опубликована: Окт. 17, 2024
Abstract Exclusionary school discipline is an emerging field of research in Australia, whereas it more established contexts such as the United States and Kingdom. In this article we, therefore, seek to understand how exclusionary has been examined by Australian education researchers working across a range disciplines. We conducted critical literature review, analysing directly indirectly investigating exclusion (1) disability; (2) racialisation; (3) teacher safety relationships with students; 4) non-punitive responses ‘student disruption’. The insights from body demonstrate need for further that seeks within longer histories settler colonialism influenced structural factors racism ableism. Further, there are opportunities engages collective capacity schools communities imagining radically different approaches inclusion, transform injustices build solidarities.
Язык: Английский
Процитировано
0
Frontiers in Education, Год журнала: 2024, Номер 9
Опубликована: Дек. 20, 2024
Introduction With concerns about school attendance problems (SAPs) increasing across the globe, this study sought to explore varied experiences of young people, parents and practitioners, uncover barriers responses interventions that support successful pathways for students with challenges. The study, conducted in Limerick, Ireland, was concerned participants’ lived experiences, including their themselves, interactions relationships, complex patterns co-arise between themselves larger systemic context. It informed by a trauma-informed conceptual framework, known as EMBRACE. Methods Four cohorts participants were purposively sampled: (1) educators ( n = 15; leaders, teachers, alternative education staff), (2) allied professionals 12; psychologists, social workers, community workers etc.), (3) 2, both mothers), (4) people 11, aged 14–18 years). Online focus groups professional groups. In-person interviews carried out parents. participated either individual or group arts-based methods (self-portraiture body mapping) used facilitate thoughtful, embodied communication safe supportive space. Data analysed using reflective thematic analysis, professionals’ data separately people. Results findings indicated resolution SAPs depends on creation an inclusive, responsive, flexible mainstream system, can meet needs diverse learners within fully resourced continuum model. In addition, (including home tuition online provision) considered vital. This reaffirms importance creating space interagency collaboration forging strong relationships characterised compassion, trust mutuality, at all levels - children parents/carers, colleagues, other organisations. A special is required help address inordinate structural faced disenfranchised Traveller Irish context). Discussion By ensuring are listened to, believed, empowered actively participate shaping educational it possible create students, regardless background circumstances.
Язык: Английский
Процитировано
0
Cambridge University Press eBooks, Год журнала: 2024, Номер unknown, С. 214 - 242
Опубликована: Дек. 22, 2024
Язык: Английский
Процитировано
0