A Study On The Construction Path Of Trauma-Informed Schools In Washington State

With the wide range and deep impact of trauma in children attracting the attention of the international community,there is a growing demand for effective measures to prevent secondary trauma and reduce the adverse effects of trauma on children in the education system,and the search for educational strategies for traumatized children has gradually become a common trend in the world.Since the 1990 s,the United States has been paying attention to the issue of childhood trauma,and was the first country to conduct a large-scale survey on Adverse childhood experiences(ACE).In the field of education,the construction of trauma-informed schools has gradually become a new wave of reform in primary and secondary schools in the United States in recent years.Thereinto,the change and practice of trauma-informed schools in Washington State is typical,and its rich experience has certain inspirational significance for China to solve the education problems of traumatized children and further improve school construction.The thesis borrows Edmund J.King’s theoretical framework of comparative education analysis,takes the construction path of trauma-informed schools in Washington State as the object of analysis,and adopts literature analysis method,case analysis method and comparative method on the historical process,guiding concept,practice strategy and guarantee mechanism of the construction of trauma-informed schools in Washington State,in order to provide useful suggestions for strengthening the education of traumatized children at schools in China.There are six parts in the full text.The first part combs the historical process and realistic background of the development of trauma-informed schools in elementary and middle schools in Washington State,it is divided into four stages: firstly,the incubation stage from 1994 to 2009,which is based on the widespread concern of traumatized children and youth;secondly,the exploration stage from 2009 to 2013,which is based on the initial experiment of school transformation in Lincoln High School;thirdly,the formative stage from 2013 to 2018,which is based on the development of Collaborative Learning for Educational Achievement and Resilience(CLEAR)and other programs;and fourth,a refinement phase after 2018 in the context of the continued development of policy and practice.The second part explores the guiding philosophy for building trauma-informed schools in Washington State.Elementary and middle schools in Washington State first introduced the concepts related to trauma-informed systems into school practice from the perspective of trauma-informed systems to explore the practical possibilities of building trauma-informed schools.Later,they gradually drew on the essence of attachment theory to guide the development and maintenance of interpersonal relationships in schools from the perspective of school attachment theory,and introduced the perspective of positive psychology to develop the Trauma-Informed Positive Education(TIPE)theory.Guided by these concepts,elementary and middle schools in Washington State have explored the development of trauma-informed schools.The third part combs the policy rationale for building trauma-informed schools in elementary and middle schools in Washington State.Based on the federal,state,and local government structure in the United States,the thesis combs the policies for constructing trauma-informed schools in elementary and middle schools in Washington State from the federal,state,and local levels.Elementary and middle schools in Washington State are guided by federal and state legal policies,based on local policies,and landed on school reality to build trauma-informed schools with special development.The fourth part explores the strategies for promoting trauma-informed schools in elementary and middle schools in Washington State based on the conceptual framework for building trauma-informed systems proposed by Substance Abuse and Mental Health Services Administration(SAMHSA).There are four major aspects of promoting trauma-informed schools in Washington State: creating a trauma-informed school climate by integrating a trauma perspective into daily teaching and learning,building supportive relationships,transforming the school space environment,and providing professional services;screening and identifying traumatized students through statewide,school-based surveys;supporting the good functioning of trauma-informed schools by integrating trauma knowledge into schools’ support systems;and resisting re-traumatizing of traumatized students through positive strategies for managing student behavior and discipline and introducing psychological training components into school activities.The fifth part examines the mechanisms for ensuring trauma-informed schools in elementary and middle schools in Washington State.In the process of constructing and developing trauma-informed schools,elementary and middle schools in Washington State have formed a guarantee mechanism with financial support,program-driven,teacher training and social linkage synergistic support,which promotes the practice of trauma-informed schools on the ground and strongly supports the sustainable development of trauma-informed schools.Based on the experience of constructing trauma-informed schools in elementary and middle schools in Washington State,the thesis concludes by suggesting lessons for elementary and middle schools in China to solve the educational problems of traumatized children,further improve school construction,and construct schools that make students happy.The first is to pay attention to the construction of an overall supportive school climate;the second is to refine the professional division of professionals and promote the collaborative participation of multiple subjects;and the third is to promote the collaboration of subsystem to facilitate the deeper development of students’ psychological safety.