講演情報
[w5gNzYeC-05]A Mixed-Methods Approach to Advancing Trauma-Informed Practice in Informal Education through the COPE Project
*Goran Bandov1, Ena Bandov2, Tomislav Mestrovic3,4,5 (1. International Relations and Sustainable Development Department, University of Zagreb, Zagreb (Croatia), 2. Clinical Hospital Centre Osijek, Osijek (Croatia), 3. Department of Nursing, University centre Varazdin, University North, Varazdin (Croatia), 4. Department of Health Metrics Sciences, University of Washington School of Medicine, Seattle (USA), 5. Institute for Health Metrics and Evaluation, University of Washington, Seattle (USA))
キーワード：
trauma、trauma-informed practice、traumatized learners、mixed-methods、policy coordination
[Purpose] We aimed to identify systemic gaps and priority needs in trauma-informed care among informal educators working with refugees, displaced persons and other trauma-affected learners within the framework of the COPE Project "Preparing Non-formal Education in Europe for Traumatized Learners" (ERASMUS+ KA220-ADV Cooperation Partnership in Adult Education, project 2023-1-DE02-KA220-ADU-000155022). The aim was to provide an evidence-based foundation for non-formal education contexts.
[Method] A mixed-methods needs assessment combined literature review, non-directive interviews, qualitative questionnaires with educators across Europe and an expert survey. Best practices and international trauma-informed guidelines were reviewed to situate findings within broader European and global frameworks.
[Results] The assessment revealed fragmented knowledge of emotional trauma, limited trauma-specific training and challenges in recognizing and responding to trauma-related behaviours without re-traumatization. Educators strongly requested practical, experiential learning methods – including case studies, simulations and culturally sensitive strategies. The creation of safe and trust-based environments was widely acknowledged as essential; however, many reported a lack of consistent tools to achieve this. Ongoing supervision, peer networks, accessible resources and training in self-care and/or burnout prevention were identified as critical needs. Cultural diversity significantly shaped perceptions of trauma and required adaptable training design.
[Consideration] Findings point to structural shortcomings in preparation and institutional support rather than isolated individual deficits, emphasizing the need for integrated and context-sensitive capacity building.
[Conclusion] Experiential and culturally responsive trauma-informed training, embedded within sustained supervision and policy coordination, is essential to strengthen resilience and practice in non-formal education.
[Method] A mixed-methods needs assessment combined literature review, non-directive interviews, qualitative questionnaires with educators across Europe and an expert survey. Best practices and international trauma-informed guidelines were reviewed to situate findings within broader European and global frameworks.
[Results] The assessment revealed fragmented knowledge of emotional trauma, limited trauma-specific training and challenges in recognizing and responding to trauma-related behaviours without re-traumatization. Educators strongly requested practical, experiential learning methods – including case studies, simulations and culturally sensitive strategies. The creation of safe and trust-based environments was widely acknowledged as essential; however, many reported a lack of consistent tools to achieve this. Ongoing supervision, peer networks, accessible resources and training in self-care and/or burnout prevention were identified as critical needs. Cultural diversity significantly shaped perceptions of trauma and required adaptable training design.
[Consideration] Findings point to structural shortcomings in preparation and institutional support rather than isolated individual deficits, emphasizing the need for integrated and context-sensitive capacity building.
[Conclusion] Experiential and culturally responsive trauma-informed training, embedded within sustained supervision and policy coordination, is essential to strengthen resilience and practice in non-formal education.
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