Trauma-Informed Education Practice in Cambodia

Zoe Wyatt (), Elizabeth Hoban and Selma Macfarlane ()

International Journal of Asian Social Science, 2018, vol. 8, issue 2, 62-76

Abstract: There is limited evidence that specifically focuses on teachers’ use of trauma-informed approaches in their classrooms. Trauma models exist in resource rich countries and many have been developed by social workers, however information about implementation of these models in resource poor countries is missing in the literature. This study explores the trauma-informed practice of teachers, social workers and clinicians working with traumatized children at Hagar International Cambodia. The research used an interpretive descriptive methodology encompassing a qualitative approach to data collection. Ten individual interviews and one focus group discussion were conducted at Hagar’s Phnom Penh school and office locations. Fourteen individuals participated in the study. Findings indicate a convergence of trauma-informed themes, including encouragement and empowerment, behavior management strategies, collaboration and relationship with others, trauma challenges and healing from trauma. This article explores Hagar International Cambodia’s trauma-informed education model and the experiences of social workers and educators working with traumatized children.

Keywords: Cambodia; Intergenerational trauma; The trauma-informed classroom; Healing trauma; Social work (search for similar items in EconPapers)
Date: 2018
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Persistent link: https://EconPapers.repec.org/RePEc:asi:ijoass:v:8:y:2018:i:2:p:62-76:id:2973

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