An exploration of Psychologically Informed Environments for adult literacy learners with experience of homelessness or compound trauma

在经历无家可归或复合创伤的情况下，读写能力是我们许多人认为理所当然的基本技能。可悲的是，许多无家可归者在没有这些技能的情况下生活，阻碍了他们的独立和摆脱无家可归的旅程(Gooduck，2019；Dumoulin&Jones，2014)。这项研究探讨了如何以及在多大程度上将心理信息环境(PIE)应用于无家可归部门和成人教育提供的扫盲学习环境。简而言之，“派”描述了人们支持有复合创伤或复杂需求的个人所使用的一种方法，将参与者的“心理构成--思想、情感、个性和过去的经验--置于其运作方式的前沿”(Johnson，2012；参见。Johnson&Haigh，2010,2011a，2011b)。虽然已有关于监狱、无家可归者招待所、日间中心和支助服务等各种情况下的PIE环境的初步研究，但探索PIE如何影响成人的教学和学习仍有待调查。在英国各地无家可归者服务机构探索心理知情识字学习环境(PILLE)中的馅饼的研究，有可能提供关于支持具有复杂需求的无家可归识字学习者(HLLS)的有效做法的关键见解和证据。

with experience of homelessness or compound traumaThe ability to read and write are fundamental skills many of us take for granted. Sadly, many homeless people navigate their life without these skills, hindering their independence and journey out of homelessness (Goodacre, 2019; Dumoulin & Jones, 2014). This research explores how, and to what extent, Psychologically Informed Environments (PIEs) are applied to literacy learning environments within the homelessness sector and adult education provision. In short, a 'PIE' describes an approach used by people supporting individuals with compound trauma or complex needs, placing the 'psychological makeup - the thinking, emotions, personalities and past experience - of its participants at the forefront of the way that it operates' (Johnson, 2012; cf. Johnson & Haigh, 2010, 2011a, 2011b). Although preliminary research exists relating to PIE environments in a variety of contexts, including prisons, homeless hostels, day centres and support services, exploring how PIE impacts teaching and learning with adults is yet to be investigated. Research exploring PIEs within psychologically informed literacy learning environments (PILLEs) at homeless services across the UK has the potential to provide key insights and evidence around effective practice for supporting homeless literacy learners (HLLs) with complex needs.