An Exploration of Trauma Handling Techniques Perceived by School Psychologists to Train Preservice Teachers
DOI:
https://doi.org/10.47067/real.v6i2.347Keywords:
Trauma Handling, Psychologists, TeachersAbstract
A tragic incident, such as an accident, physical abuse, or a natural disaster, can cause trauma, which is an emotional reaction. It is a detrimental mental state that overwhelms a person's ability to deal with difficulties in a typical manner. There is a significant trauma prevalence among pupils. Nearly 50% of girls and 60% of males suffer various traumas up until puberty, and nearly 75% of people encounter various traumas at least once in their lives (SAMHSA, 2020). Unfortunately, due to teachers' and parents' ignorance, many cases in Pakistan go undetected. The psychological, emotional, and cognitive facets of pupils' personalities are most negatively impacted by trauma. After their parents, teachers are the second stakeholders that students spend the most time with. Teachers can provide their students sage advice on how to handle trauma. They are able to support their students cognitively, emotionally, and psychologically. Unfortunately, due to a lack of thorough discussion of this subject in the pre-service training curriculum, instructors in Pakistan lack adequate training in trauma-informed treatment. This qualitative study explores the methods that seasoned psychologists working with educational institutions use to deal with trauma. The research involved 15 skilled psychologists and was intended to improve educators' understanding of trauma identification and intervention options. The study's goal was to gather thorough information from in-depth semi-structured interviews that would help teachers recognize trauma and use trauma-handling strategies efficiently. Participants were carefully chosen using purposive sampling. Twelve thorough themes emerged as a consequence of meticulously applying thematic analysis to the interviews. These ideas are extremely valuable for teacher preparation and provide important direction for teachers. In addition, curriculum designers and policymakers can use the study's findings to improve their materials and guidelines for dealing with trauma and trauma-informed therapies. This study illuminates an essential element of students' well-being and advances current efforts to make classroom instruction more trauma-sensitive.
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