Trauma Informed Care During a Global Pandemic: Synergies and multidisciplinary boundaries for working with childhood, adolescence, senility and disability

Titolo Rivista EDUCATION SCIENCES AND SOCIETY
Autori/Curatori Francesca Salis, Britt Rhodes
Anno di pubblicazione 2021 Fascicolo 2021/1 Lingua Inglese
Numero pagine 15 P. 149-163 Dimensione file 0 KB
DOI 10.3280/ess1-2021oa11822
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This article addresses the issue of a trauma informed approach from a multidisciplinary perspective and global and systemic taking charge. The work is defined in the current pandemic background, with particular reference to the most fragile persons, in every phase of existence, especially when the fragility is due to deficit and disability. The guiding principles of trauma-informed organisations consist in creating a safe and reliable environment, allowing peer support and self-help, implementing personal empowerment, voice and choice. The TI approach aims to reduce exposure to adversity by implementing collective capacities for support, assistance, education and guidance. Trauma informed approach is a border territory to Special Pedagogy: the second part of the work outlines the role of Special Pedagogy in trauma and the issues highlighted by the COVID 19 pandemic, with the possible collective traumatic effect it can cause. The importance of recognizing, evaluating and dealing with stress due to trauma is highlighted in promoting collaboration with families and social networking, shaping policies and cultures to manage emergencies in relation to everyone’s needs, especially the most exposed people such as people with disabilities.

Keywords:trauma informed, disability, life cycle, systemic approach, special pedagogy Copyright © FrancoAngeli This work is released under Creative Commons Attribution - Non-Commercial - No Derivatives License. For terms and conditions of usage please see: http://creativecommons.org

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Francesca Salis, Britt Rhodes, Trauma Informed Care During a Global Pandemic: Synergies and multidisciplinary boundaries for working with childhood, adolescence, senility and disability in "EDUCATION SCIENCES AND SOCIETY" 1/2021, pp 149-163, DOI: 10.3280/ess1-2021oa11822