Abstract
Traumatized students often struggle to meet the academic and behavioral expectations of schools. Interpersonal trauma in particular can damage children’s capacities for healthy social relationships and participation in community. In this article, I explore some of the detrimental effects of interpersonal trauma on students. I then offer relational-cultural theory as a lens for conceptualizing how interpersonal trauma affects children’s relational skills and for promoting mutually empathetic relationships that foster healing. Finally, I recommend strategies for school counselors to cultivate trauma-responsive school environments by working directly with traumatized students, advocating for safe and inclusive school cultures, and training educators in skills for trauma-responsive relationships.
Recommended Citation
DeMarais, Sarah C.
(2018)
"(2018) Shaping Trauma-Responsive Schools with Relational-Cultural Theory,"
Louisiana Journal of Counseling: Vol. 25:
Iss.
1, Article 5.
Available at:
https://digitalscholar.lsuhsc.edu/ljc/vol25/iss1/5