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

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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.