关系与发展创伤与学校

IF 0.4 0 RELIGION Religion & Education Pub Date : 2021-01-12 DOI:10.1093/obo/9780199756810-0270
Fiona Peacock, Carol Holliday
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引用次数: 0

摘要

在关于心理健康、心理健康和心理疾病的论述中,创伤一词的使用已经变得很普遍。作者使用了大量的术语,如复杂创伤、情感创伤、历史创伤和社区创伤,包括种族主义和其他制度化的歧视、人际创伤、关系和发展创伤。其他的知识体系,比如关于不良童年经历(ace)的文献,对人类发展的神经生物学理解,以及依恋理论,都是相互关联的。暴露于ace可能会增加个体发生创伤反应的风险,但个体的恢复力因素可以减轻这种暴露对心理健康的长期影响。通过早期的关爱关系培养的安全感是个人恢复力的基础。同样不和谐和被忽视的早期关系也为ace的创伤性影响奠定了早期的脆弱基础。因此,在考虑学校环境中儿童和青少年的需求时,关系创伤和发展性创伤这两个术语似乎是本次文献综述中最合适的前景,因为如果不解决这种形式的创伤,儿童将很难获得一般的福利支持和/或学术学习机会。然而,对相关术语的广泛理解有助于对教育系统内特定人群的各种干预措施的适当性进行批判性评价。虽然一些旨在解决发展和人际创伤的根源和影响的方法可能适合由熟练的教育工作者在学校环境中提供,但其他方法更适合由咨询师、心理治疗师或其他心理健康从业人员或学校环境中的咨询师/心理治疗师在临床环境中提供。
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Relational and Developmental Trauma and Schools
The use of the term trauma has become widespread in the discourse on mental well-being, mental health, and mental illness. Authors employ a proliferation of terms, such as complex trauma, emotional trauma, historical trauma, and community trauma, including racism and other institutionalized discrimination, interpersonal trauma, and relational and developmental trauma. Other bodies of knowledge, such as the literature about adverse childhood experiences (ACEs), neurobiological understanding of human development, and attachment theory, all interrelate. Exposure to ACEs may increase the risk of trauma responses occurring in individuals, but individual resilience factors can mitigate the long-term mental health impact of such exposure. A felt sense of safety/security developed through early caring relationships underpins personal resilience. Equally disharmonious and neglectful early relationships set an early foundation for vulnerability to the traumatizing impact of ACEs. Thus, in considering the needs of children and young people in the school context, the terms relational trauma and developmental trauma seem the most appropriate to foreground within this review of the literature, as without addressing this form of trauma children will find it difficult to access both general well-being support and/or academic learning opportunities. However, having a broad understanding of the interrelated terms supports the critical evaluation of the appropriateness of various interventions for particular populations within the education system. While some approaches aimed at addressing the roots and impacts of developmental and interpersonal trauma may be suitable for the school setting delivered by skilled educationalists, others are more suited to a clinical setting delivered by counselors, psychotherapists, or other mental health practitioners or by counselors/psychotherapists in the school setting.
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CiteScore
1.30
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16
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