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

读和写的能力是我们许多人认为理所当然的基本技能。可悲的是，许多无家可归的人在没有这些技能的情况下度过了他们的生活，阻碍了他们的独立和摆脱无家可归的旅程（Goodacre, 2019; Dumoulin & Jones, 2014）。本研究探讨了心理知情环境（pie）如何以及在多大程度上应用于无家可归者部门和成人教育提供的扫盲学习环境。简而言之，“PIE”描述了人们支持有复合创伤或复杂需求的个体所使用的一种方法，将参与者的“心理构成——思维、情感、个性和过去的经历——置于其运作方式的最前沿”（Johnson, 2012; cf. Johnson & Haigh, 2010, 2011 1a, 2011 1b）。虽然在监狱、无家可归者旅馆、日间中心和支持服务等各种环境中存在有关PIE环境的初步研究，但探索PIE如何影响成人的教学还有待调查。在英国无家可归者服务机构的心理知情识字学习环境（PILLEs）中探索pie的研究，有可能为支持有复杂需求的无家可归者识字学习者（hls）的有效实践提供关键见解和证据。

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.