Teacher experiences of supporting pupils exposed to trauma and of implementing trauma-informed approaches

May, Charlotte (2023). Teacher experiences of supporting pupils exposed to trauma and of implementing trauma-informed approaches. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

Volume 1:

Trauma is an increasingly popular concept in both the field of psychology and across wider society. The existing research is clear that developmental trauma can have a harmful and lasting effect on an individual. Although the true prevalence of developmental trauma is unknown, some estimates suggest as many as one in five adults experience at least one form of child abuse before the age of 16 (Office for National Statistics, 2020). Within the classroom, teachers play a vital role in caring for children who have experienced trauma, and their relationships can help buffer the effects of adversity (e.g. Bethell et al. 2019). This research aims to explore teachers’ experiences of supporting children who have been exposed to developmental trauma, and their experiences of implementing trauma-informed approaches following whole-school training. Seven teachers took part in semi-structured interviews. The data obtained was analysed using Reflexive Thematic Analysis (Braun & Clarke, 2022). A total of five major themes were developed: 1) development of practice, 2) managing the demands of the role, 3) understanding of theory, 4) the adult is the intervention, and 5) home factors. Throughout the interviews, participants shared both the challenges they face in supporting children who have experienced trauma and their experiences of the positive impact of trauma-informed approaches. Overall, best practice when implementing a trauma-informed approach was based on building trusting relationships to help the young person feel safe at school and using intentional communication to help them understand and regulate their emotions more effectively. Importantly, participants expressed that trauma-informed approaches should be universal. This thesis concludes with recommendations for school leaderships teams and educational psychologists to consider.

Volume 2:

As a trainee educational psychologist at the University of Birmingham, partial fulfilment of my doctoral degree comes from completing four Professional Practice Reports (PPRs) which comprise to make Volume Two of my thesis. These reports document four different experiences throughout my second and third year of training, whilst on placement at a local authority educational psychology service (EPS) located in the West Midlands.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):