Relational Health as a Pathway from Trauma to Flourishing in School Communities

Autor/inn/en	Whitaker, Robert C.; Herman, Allison N.; Dearth-Wesley, Tracy
Titel	Relational Health as a Pathway from Trauma to Flourishing in School Communities
Quelle	In: Journal of School Health, 93 (2023) 7, S.628-637 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Whitaker, Robert C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13282
Schlagwörter	Trauma; Safety; Interpersonal Relationship; Metacognition; Self Concept; Early Childhood Teachers; Job Satisfaction; Intention; Teacher Persistence; Educational Environment; Health + Suchen Sie Ihr Suchwort? Sicherheit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstkonzept; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gesundheit
Abstract	Background: Because traumatic life experiences are common, teaching and learning can be difficult without recognizing how trauma can make people feel psychologically unsafe. Safety can be restored through healthy relationships. Contributions to Theory: We present a framework for how relational health--the capacity to develop and maintain safe, stable, and nurturing relationships with others--may allow flourishing in school communities, even amidst past and ongoing adversity. We propose four key assets for relational health--awareness of self, acceptance of self, awareness of others, and acceptance of others. To support this framework, we developed a relational asset score using data from a survey of 214 early childhood education professionals and examined its association with meaningful work, purpose in life, work satisfaction, and intention to stay in one's program. Implications for School Health: School health requires relational health. Research should evaluate the associations between relational assets and the perceptions of safety and connection in school communities. Leadership can prioritize relational health by supporting staff in building and using their relational assets. Conclusions: School communities may be more likely to flourish, even amidst adversity, if all adults in the community prioritize relational health, which provides the psychological safety required for teaching and learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01