Suchergebnisse

AbstractIntegral to the protection of children against ongoing abuse and neglect and trauma experiences are teachers and school-based staff. This paper aims to discuss and reflect on the practice frameworks, models, approaches and programs that exist in mainstream school contexts to address the developmental and learning needs of children in primary schools who have experienced trauma in their early childhood years. This paper explores the importance of enablers, finding exceptions to the practices that often limit the support of ongoing protection of children in schools and the importance of the willingness, confidence and capacity of school-based staff. This paper proposes areas of future research to address the identified gaps existing for children with developmental trauma trying to learn and exist in a schooling system that is struggling to meet their needs.

AbstractObjectiveIn this research, we explore participant experiences of a post‐separation parenting program as a protective factor for helping with post‐separation adjustment.BackgroundSeparation is a difficult process for children and families. It often involves distress and conflict that can negatively affect well‐being. Post‐separation programs are a protective factor to help parents adjust post‐separation. However, there is a dearth of qualitative research exploring how these programs help with post‐separation adjustment.MethodIn‐depth semistructured interviews were conducted with a sample of 13 parents who had attended a post‐separation program. Thematic analysis was used for data analysis. Two reviewers independently coded data inductively, and coding was subsequently independently reviewed by a third reviewer.ResultsGroup processes accompanying the program helped participants reduce distress in the acute post‐separation phase. Participants reported enhanced management of personal responses to the separation that contributed to personal development. Peer learning and support during this phase may be a relatively unexplored area.ConclusionPost‐separation programs that normalize separation and include practical strategies for emotion regulation and effective communication may be helpful for individuals' adjustment post‐separation.ImplicationsPost‐separation programs should be offered by organizations that support separated parents to help adjust during the early phase of separation.