There is growing awareness in Australia of the need for trauma-informed programs and the role schools can play
in addressing trauma. However, Australian best-practice guidelines informing the development and implementation
of trauma-informed programs are currently lacking. This systematic review aims to provide an
overview of studies depicting and evaluating trauma-informed programs implemented in Australian schools,
with particular focus on the programs’ theoretical foundations, design, implementation and efficacy. Four peerreviewed
articles published between 2014 and 2022 were identified. The overall quality of all studies was found
to be adequate through the use of the Mixed Methods Appraisal Tool. All studies reported positive effects of the
implemented trauma-informed programs. Contrary to prior research, this systematic review found similarities in
the theoretical foundations, design, and implementation, indicating the use of a unified framework. Differences
in the focus of staff training and program implementation were also found; however, variances in evaluation
methods and lack of reported outcomes specific to design and implementation elements hindered comparisons
and evaluations of program elements. While findings support the continued implementation of trauma-informed
programs, a deeper understanding of program elements and how they may impact the efficacy of traumainformed
programs could lead to improved trauma-informed care in Australian schools.
A Systematic Review of Factors Affecting Mental Health and Well-Being of Asylum Seekers and Refugees in Germany
Background: Since the onset of the 2015 European refugee crisis, ~4. 46 million people have sought asylum in the European Union, with Germany logging the