PDF(Pubmed)
Abstract：
This study illuminates teachers\' lived experiences of working with traumatised children in school environments. Children who experience trauma display a range of behaviours in the classroom which impact on attainment and outcomes. Dealing with childhood trauma in the classroom is challenging and brings risks to teachers\' mental health including secondary traumatic stress and burnout. Interpretative phenomenological analysis (IPA) was employed to understand the lived experiences of teachers working with traumatised children in the classroom. Findings from in-depth semi-structured interviews with six teachers indicate that teachers increasingly support traumatised children in the classroom but there is a need for targeted trauma-informed training and effective support from senior management to support teachers\' mental health and wellbeing.
摘要：
这项研究阐明了教师在学校环境中与受创伤儿童一起工作的生活经历。经历创伤的儿童在课堂上表现出一系列行为，这些行为会影响成就和结果。在课堂上处理童年创伤具有挑战性，并给教师的心理健康带来风险，包括继发性创伤压力和倦怠。采用解释性现象学分析（IPA）来了解教师在课堂上与受创伤的儿童一起工作的生活经历。对六名教师进行深入的半结构化访谈的结果表明，教师越来越多地支持课堂上遭受创伤的儿童，但需要有针对性的创伤知情培训和高级管理层的有效支持，以支持教师的心理健康和福祉。
