Trauma-Informed Practices in Schools: A Narrative Literature Review

  • Rosalynn M. Record-Lemon University of British Columbia
  • Marla J. Buchanan University of British Columbia
Keywords: Trauma-Informed Practices, School Counselling, Education

Abstract

In Canada, the influx of immigrant and refugee children from war-torn countries and the current rate of natural disasters highlight that it is time to examine our preparation within schools to address childhood traumatic events. However, there is a scarcity of empirical knowledge regarding effective trauma-informed practices (TIPs) with children in Canadian schools. The purpose of this narrative literature review is to examine the existing Canadian and international research regarding TIPs in schools. Themes noted in the literature are discussed, including research trends, strengths and gaps, and implications for future research regarding TIPs.

Author Biographies

Rosalynn M. Record-Lemon, University of British Columbia

Rosalynn Record-Lemon is a Counselling Psychology PhD Student in Educational and Counselling Psychology, and Special Education at the University of British Columbia’s Faculty of Education. Her main research interests are in trauma-informed practices, traumatic stress, and stress and coping.

Marla J. Buchanan, University of British Columbia

Marla Buchanan is a Professor in Educational and Counselling Psychology, and Special Education at the University of British Columbia’s Faculty of Education. Her main research interests are in counsellor stress, narrative inquiry, school counselling, and traumatic stress.

Published
2017-10-18
How to Cite
Record-Lemon, R. M., & Buchanan, M. J. (2017). Trauma-Informed Practices in Schools: A Narrative Literature Review. Canadian Journal of Counselling and Psychotherapy, 51(4). Retrieved from https://cjc-rcc.ucalgary.ca/article/view/61156
Section
Articles/ Articles