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Trauma-informed practices in schools: A narrative literature review

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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.

Citation

  • Record-Lemon, R. M. & Buchanan, M. J. (2017). Trauma-informed practices in schools: A narrative literature review. Canadian Journal of Counseling and Psychotherapy, 51(4).
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Relevant Evidence Summaries

The evidence was reviewed and included in the following summaries: 

What is the evidence for strengths-based and trauma-informed approaches?

Two impact and three suggestive studies indicate positive outcomes from strengths-based approaches. Five studies were identified that have examined the outcomes of strengths-based approaches with refugee clients. These studies have addressed diverse outcomes including health, mental health, social support, English proficiency, and cultural and community connections. Strengths-based approaches can take many forms and have shown…

About this study

AGE: Children

DIRECTION OF EVIDENCE: Positive impact

FULL TEXT AVAILABILITY: Free

HOST COUNTRY: Canada

HOST COUNTRY INCOME: High

INTERVENTION: Various

REGION OF ORIGIN OF PARTICIPANT(S): Multiple Regions

STRENGTH OF EVIDENCE: Positive impact

TYPE OF STUDY: Suggestive evidence

YEAR PUBLISHED: 2017

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