Abstract Research indicates survivors of childhood abuse are able to form the same quality relationships with teachers as non-abused children (Armstrong, Hasket & Hawkins, 2017). However, there is little research indicating what factors within the teacher-student relationship help build this resiliency. This study looks to clinical social work practice as a basis for understanding what qualities of the therapeutic relationship can extend to or overlap with non-clinical relationships with students who have a trauma history, within the teaching field. To better understand experiences within these relationships, semi-structured interviews were conducted with both a clinical social worker who has teaching experience at the post-secondary level, and the study enlisted the researcher as a participant to ascertain the student/ client perspective. Effectively a researcher self-study, findings indicated qualities of safety, empathy and client/student empowerment, albeit in different ways, helped to correct and repair some of the damage of childhood abuse within both therapeutic and teacher-student relationships.
{"title":"The Healing Power of Teacher-Student Relationships in Repairing Childhood Abuse: Commonalities and Differences with Clinical Social Work Practice","authors":"Mehak Jamil","doi":"10.4148/2161-4148.1075","DOIUrl":"https://doi.org/10.4148/2161-4148.1075","url":null,"abstract":"Abstract Research indicates survivors of childhood abuse are able to form the same quality relationships with teachers as non-abused children (Armstrong, Hasket & Hawkins, 2017). However, there is little research indicating what factors within the teacher-student relationship help build this resiliency. This study looks to clinical social work practice as a basis for understanding what qualities of the therapeutic relationship can extend to or overlap with non-clinical relationships with students who have a trauma history, within the teaching field. To better understand experiences within these relationships, semi-structured interviews were conducted with both a clinical social worker who has teaching experience at the post-secondary level, and the study enlisted the researcher as a participant to ascertain the student/ client perspective. Effectively a researcher self-study, findings indicated qualities of safety, empathy and client/student empowerment, albeit in different ways, helped to correct and repair some of the damage of childhood abuse within both therapeutic and teacher-student relationships.","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116771115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Social Justice and Trauma-Informed Care in Schools","authors":"Carrie E. Lorig, A. Krupina, K. Varjas","doi":"10.4148/2161-4148.1080","DOIUrl":"https://doi.org/10.4148/2161-4148.1080","url":null,"abstract":"","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126397514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Special Issue 2: Trauma Informed Care from a Social Justice Lens","authors":"","doi":"10.4148/2161-4148.1095","DOIUrl":"https://doi.org/10.4148/2161-4148.1095","url":null,"abstract":"","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126170681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lynn Lim, J. C. Báez, Meghan Gabriel Pataky, Ellen Wilder, Hester Wilhelmina van Sittert
{"title":"School Social Workers in the Milieu: Ubuntu as a Social Justice Imperative","authors":"Lynn Lim, J. C. Báez, Meghan Gabriel Pataky, Ellen Wilder, Hester Wilhelmina van Sittert","doi":"10.4148/2161-4148.1074","DOIUrl":"https://doi.org/10.4148/2161-4148.1074","url":null,"abstract":"","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"137 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115947504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Trauma-informed Education Viewed Through A Social Justice Lens: Introduction to the Special Issue","authors":"G. Walsh, Michael S. Kelly","doi":"10.4148/2161-4148.1091","DOIUrl":"https://doi.org/10.4148/2161-4148.1091","url":null,"abstract":"","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129364760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Trauma-informed practices in schools have proliferated over the last decade and are often framed as social justice-oriented practices. This article assesses the theoretical and empirically supported basis for the proposed relationship between trauma-informed practices and social justice. It concludes the current theory of impact linking trauma-informed practices and social justice work is not supported by evidence. In response, we document theoretical gaps which limit the potential reach of trauma-informed practices in responding to social justice issues in schools and identify potential ways in which research and practice can respond to these gaps. We also highlight critical considerations for developing and implementing socially just trauma-sensitive schools, suggesting key questions and steps social workers, educational leaders, and educators can take to embed these considerations in their practice.
{"title":"Just Trauma-Informed Schools: Theoretical Gaps, Practice Considerations and New Directions","authors":"Stacy A. Gherardi, Myra García, Allison Stoner","doi":"10.4148/2161-4148.1070","DOIUrl":"https://doi.org/10.4148/2161-4148.1070","url":null,"abstract":"Trauma-informed practices in schools have proliferated over the last decade and are often framed as social justice-oriented practices. This article assesses the theoretical and empirically supported basis for the proposed relationship between trauma-informed practices and social justice. It concludes the current theory of impact linking trauma-informed practices and social justice work is not supported by evidence. In response, we document theoretical gaps which limit the potential reach of trauma-informed practices in responding to social justice issues in schools and identify potential ways in which research and practice can respond to these gaps. We also highlight critical considerations for developing and implementing socially just trauma-sensitive schools, suggesting key questions and steps social workers, educational leaders, and educators can take to embed these considerations in their practice.","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125140968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Exploration of Implementation Variables Impacting Trauma Informed Practices in Schools: A Narrative Review","authors":"Rachel A Parker","doi":"10.4148/2161-4148.1073","DOIUrl":"https://doi.org/10.4148/2161-4148.1073","url":null,"abstract":"","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128104942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Integrating Social Justice Practices into Graduate Training: Collaborating with Stakeholders to Adapt Professional Development in Puerto Rico","authors":"Kathryn D. Kurtz, Emily R. DeFouw, M. Pagán-Ortiz","doi":"10.4148/2161-4148.1068","DOIUrl":"https://doi.org/10.4148/2161-4148.1068","url":null,"abstract":"","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"213 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133315852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The UK has been slower to adopt "trauma-informed" ideas than the United States, and despite policies across the devolved governments of Northern Ireland, Wales and Scotland, there remains no clear overarching strategy in English policy. Despite this, there is observable interest in adopting "traumainformed" practices on a more localised level across England, but the range of approaches labelled as such is varied and disparate. The scientific evidence-base for "trauma-informed" educational practices is discussed and the discursive effects of these ideas when accepted as a basis for practice are explored. Two different conceptualisations of social justice frame this discussion. We argue that whilst social justice as equity is closely aligned to the aims of trauma-informed principles in education, existing policy commitments perpetuate an idea of social justice as harmony, and this may provide a barrier to implementing these principles in practice. Local efforts to embed trauma-informed principles in English educational contexts are, therefore, challenged by existing dominant practices and ideas. The ways in which these dominant ideas enter into local "trauma-informed" approaches are explored. Three cases involving educators and wider support professionals are discussed according to their potential to promote trauma-informed principles and contribute to achieving equitable outcomes. The paper concludes the highly-localised nature of "trauma-informed" educational approaches across England, in the absence of an overarching strategy and wider policy, financial or political support, does not sufficiently contribute towards more equitable outcomes for disadvantaged students experiencing trauma or adversity.
{"title":"\"Trauma-Informed\" Ideas in English Education: Discussing the Scientific Evidence Base and Exploring the Discursive and Practice Effects","authors":"Niamh Storey, Sally Neaum","doi":"10.4148/2161-4148.1069","DOIUrl":"https://doi.org/10.4148/2161-4148.1069","url":null,"abstract":"The UK has been slower to adopt \"trauma-informed\" ideas than the United States, and despite policies across the devolved governments of Northern Ireland, Wales and Scotland, there remains no clear overarching strategy in English policy. Despite this, there is observable interest in adopting \"traumainformed\" practices on a more localised level across England, but the range of approaches labelled as such is varied and disparate. The scientific evidence-base for \"trauma-informed\" educational practices is discussed and the discursive effects of these ideas when accepted as a basis for practice are explored. Two different conceptualisations of social justice frame this discussion. We argue that whilst social justice as equity is closely aligned to the aims of trauma-informed principles in education, existing policy commitments perpetuate an idea of social justice as harmony, and this may provide a barrier to implementing these principles in practice. Local efforts to embed trauma-informed principles in English educational contexts are, therefore, challenged by existing dominant practices and ideas. The ways in which these dominant ideas enter into local \"trauma-informed\" approaches are explored. Three cases involving educators and wider support professionals are discussed according to their potential to promote trauma-informed principles and contribute to achieving equitable outcomes. The paper concludes the highly-localised nature of \"trauma-informed\" educational approaches across England, in the absence of an overarching strategy and wider policy, financial or political support, does not sufficiently contribute towards more equitable outcomes for disadvantaged students experiencing trauma or adversity.","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"50 3-4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114094169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Increasingly, educational practitioners committed to social justice embrace trauma-informed practices and those who advocate for and enact trauma-informed practices are committed to social justice. However, connecting social justice to trauma-informed practice requires greater conceptual clarity than is currently found, given the malleable meanings of both 'trauma informed' and 'social justice'. Further, the complex relationship between these educational aims is under-examined. To address these issues, an analytical framework is developed that brings together a model of forms of trauma-informed practice in education with orientations to social justice. This draws on models of social justice developed in social work and teaching, and teacher education. Applying this framework to trauma-informed practice indicates that traumainformed practice, as so far developed, generally has either a conservative or a socially liberal social justice orientation. Practices are proposed that align with a critical orientation, which attends to cultural and structural relationships implicated in trauma and adversity in childhood. A critical orientation should not only consider practice but also be informed by further theoretical, philosophical and ethical engagement as part of a project of activist professionalism across educational professions.
{"title":"Trauma informed practices in education and social justice: towards a critical orientation","authors":"Mark Boylan","doi":"10.4148/2161-4148.1071","DOIUrl":"https://doi.org/10.4148/2161-4148.1071","url":null,"abstract":"Increasingly, educational practitioners committed to social justice embrace trauma-informed practices and those who advocate for and enact trauma-informed practices are committed to social justice. However, connecting social justice to trauma-informed practice requires greater conceptual clarity than is currently found, given the malleable meanings of both 'trauma informed' and 'social justice'. Further, the complex relationship between these educational aims is under-examined. To address these issues, an analytical framework is developed that brings together a model of forms of trauma-informed practice in education with orientations to social justice. This draws on models of social justice developed in social work and teaching, and teacher education. Applying this framework to trauma-informed practice indicates that traumainformed practice, as so far developed, generally has either a conservative or a socially liberal social justice orientation. Practices are proposed that align with a critical orientation, which attends to cultural and structural relationships implicated in trauma and adversity in childhood. A critical orientation should not only consider practice but also be informed by further theoretical, philosophical and ethical engagement as part of a project of activist professionalism across educational professions.","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133796476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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