Social and Behavioral Sciences Commons^™

"Trauma-Informed" Ideas In English Education: Discussing The Scientific Evidence Base And Exploring The Discursive And Practice Effects, Niamh Storey, Sally Neaum

International Journal of School Social Work

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 "trauma-informed" 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 …

Integrating Social Justice Practices Into Graduate Training: Collaborating With Stakeholders To Adapt Professional Development In Puerto Rico, Kathryn D. Kurtz, Emily R. Defouw, Marta E. Pagan-Ortiz

International Journal of School Social Work

Treating trauma has become an international social justice concern, with increasing numbers of graduate training programs prioritizing how to conceptualize needs and interventions within a trauma-informed framework. Minimal research and guidelines exist for adapting these trauma-informed practices for the local community context. Additionally, trauma-informed practices often fail to consider ongoing structural issues faced by oppressed communities such as poverty and racism. Social work, psychology, and counseling graduate training programs often rely on a cultural competency framework instead of a social justice framework that addresses racism and Whiteness. During our graduate Counseling and School Psychology training program at the University of …

Just Trauma-Informed Schools: Theoretical Gaps, Practice Considerations And New Directions, Stacy A. Gherardi, Myra Garcia, Allison Stoner

International Journal of School Social Work

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 …

Trauma-Informed Education Viewed Through A Social Justice Lens: Introduction To The Special Issue, Gary Walsh, Michael S. Kelly

International Journal of School Social Work

The purpose of this special issue is to apply a social justice lens to the question of how education practitioners operating within primary and secondary school contexts around the world are thinking about trauma-informed education and care. Papers explore what school social workers and other educators are doing to address these issues in schools and consider the broader implications of a global shift towards trauma-informed approaches in education. This special issue, the first one for IJSSW, features 10 papers from diverse fields (social work, psychology, education) that all reflect on how trauma-informed practices in schools can be enhanced and understood …

Trauma Informed Practices In Education And Social Justice: Towards A Critical Orientation, Mark Boylan

International Journal of School Social Work

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 …

Remediation Practices And Considerations For Virtual Counseling Programs: An Emphasis On Due Process, Elliot Isom

The Advocate

Over the past 6 years, the number of accredited Masters Counseling programs has increased from 6 to 75, a growth rate of 233%. In the new expansion of educational technology, programs have better tools to implement a range of educational experiences alongside frameworks to deliver effective counselor education. Much of the counselor-training process involves gatekeeping to enter the profession. One crucial aspect of gatekeeping is training program’s effectiveness at implementing remediation when needed. This article explores strategies and reflective case studies for remediation practices in virtual environments within a counselor education program. The article places an emphasis on applying remediation …