A critical and creative exploration of childhood trauma recovery. Knowing-doing trauma-informed public pedagogy.

对童年创伤康复的批判性和创造性探索。

• 批准号: 2094877
• 金额: --
• 依托单位: University of Bath
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2018
• 资助国家: 英国
• 起止时间: 2018 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2094877
• 关键词: critical; creative; exploration; childhood; trauma

AIM To co-explore the pedagogical processes in understanding and practising recovery from childhood trauma through arts-based practises and Feminist New Materialist thought Objectives 1. To explore pedagogical processes in how survivors, define and practise recovery beyond the biomedical model 2. To co-construct critically creative informal spaces which shift survivor recovery literacies through the aesthetics of arts-based practises There remains a disconnect between Mental Health (MH) assessments and support practises in connecting experiences with distress, resulting in pathologised services and recovery literacies (Tseris, 2019). The traditional biomedical discourses maintain a disregard for the growing evidence which demonstrates trauma's intimate connection with mental health illness (MHI) (e.g. depression and anxiety), portraying individuals as "disordered" regardless of their historical and social contexts (Tseris, 2019). While this dominant model has resulted in significant leaps forward in understanding certain intricacies to childhood trauma (CT), it disregards the complex, entangled and affective dimensions across historical, socially discursive and materially embedded recovery settings. The biomedical model, therefore, maintains re-active and prescriptive systems of diagnosis and care, rather than being pro-active or considerate to material-discursive influences (Fullagar et al., 2018), encouraging recovery in solitude, while rendering the traumatised body invisible and still requiring address. Addressing this gap, Victoria's research discusses how Posthumanist and NM approaches have been used to expand discussions in health beyond the biomedical and conclude with its appropriateness to do so for recovery literacies. Method: This project incorporates a post qualitative enquiry (PQI) position drawing on Feminist new materialism thought through a Participatory Action Arts-based Research (PAAR) methodology. A range of methods will be utilised including body mapping and arts-based methods through a series of workshops and focus groups. Analysis: Analysis will be framed within co-constructed PQI and underpinned by the concept of affective pedagogical assemblages.

目的共同探讨理解和实践的教学过程中从儿童创伤恢复通过艺术为基础的练习和女权主义新唯物主义思想目标1。探索幸存者如何定义和实践超越生物医学模式的康复的教学过程2.共同构建批判性的创造性非正式空间，通过基于艺术的美学来改变幸存者的康复知识心理健康（MH）评估和支持性治疗之间仍然存在脱节，将经验与痛苦联系起来，导致病理服务和康复知识（Tseris，2019）。传统的生物医学话语忽视了越来越多的证据，这些证据表明创伤与心理健康疾病（MHI）（例如抑郁和焦虑）密切相关，将个人描绘为“紊乱”，无论其历史和社会背景如何（Tseris，2019）。虽然这种主导模式在理解儿童创伤（CT）的某些复杂性方面取得了重大飞跃，但它忽视了历史，社会话语和物质嵌入式恢复环境中的复杂，纠结和情感维度。因此，生物医学模型维持诊断和护理的反应性和规定性系统，而不是主动或考虑材料话语影响（Fullagar等人，2018年），鼓励在孤独中恢复，同时使创伤的身体隐形，仍然需要解决。为了解决这一差距，维多利亚的研究讨论了如何后人类主义和NM方法已被用来扩大在生物医学以外的健康讨论，并得出结论，其适当的恢复识字这样做。方法：该项目采用了后质性调查（PQI）的立场，通过一种基于行动艺术的研究（帕尔）方法，借鉴了女权主义的新唯物主义思想。一系列的方法将被利用，包括身体映射和艺术为基础的方法，通过一系列的研讨会和焦点小组。分析：分析将在共同构建的PQI框架内进行，并以情感教学组合的概念为基础。