Academic Journal
Facilitators and Barriers in the Implementation of Trauma-Informed Approaches in Schools: A Scoping Review
| العنوان: | Facilitators and Barriers in the Implementation of Trauma-Informed Approaches in Schools: A Scoping Review |
|---|---|
| اللغة: | English |
| المؤلفون: | Wassink - de Stigter, R. (ORCID |
| المصدر: | School Mental Health. Sep 2022 14(3):470-484. |
| الاتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Information Analyses |
| Descriptors: | Trauma, Schools, Program Implementation, Educational Practices, Professional Development, Stakeholders, Facilitators (Individuals), Barriers |
| DOI: | 10.1007/s12310-021-09496-w |
| تدمد: | 1866-2625 1866-2633 |
| مستخلص: | The impact of trauma on the development and educational performance of school children and the benefits of trauma-informed practices have become more evident to both scientists and educators. Creating an effective and sustainable trauma-informed approach in schools, however, proves to be a challenging, time-consuming and complex process. This scoping review examined facilitators and barriers in the implementation of school-wide trauma-informed approaches and school-based trauma-specific interventions by carrying out a thematic analysis and framework synthesis based on 57 sources. The NIRN implementation drivers framework was used to guide the discussion of the findings. Five main themes were established: professional development (competency driver), implementation planning (organizational driver), leadership support, engaging stakeholders (leadership driver) and buy-in. A synthesis of these five themes helps guide the implementation process of trauma-informed approaches in schools. Findings of this review stress the need for identification and concrete operationalization of key elements and activities of trauma-informed educational approaches. Related to this, more empirical research is needed on how and to what extent implementation factors affect implementation success and effectiveness of trauma-informed educational approaches, taking into account implementation fidelity. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الانضمام: | EJ1346179 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1866-2625 1866-2633 |
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| DOI: | 10.1007/s12310-021-09496-w |