IJSSH 2017 Vol.7(7): 442-448 ISSN: 2010-3646
doi: 10.18178/ijssh.2017.V7.863

Being Trauma-Informed in CAMBODIA: Practice Considerations for Professionals Working with Children and Trauma

Zoe Wyatt, Elizabeth Hoban, and Selma Macfarlane
Abstract—There is limited research and few published studies that look specifically at how teachers are utilizing a trauma-informed approach in their classrooms. Although trauma models exist in resource rich countries, information that explores the implementation and practice of these models is largely missing in the literature concerning resource poor countries. This article explores Hagar International Cambodia’s trauma-informed education model and the experiences of therapists and educators working with traumatised children.

Index Terms—Cambodia, trauma-informed education, intergenerational trauma, implications for practitioners working with trauma, social work.

Zoe Wyatt and Selma Macfarlane are with Deakin University, Melbourne Australia (e-mail: zowyatt@hotmail.com, elizabeth.hoban@deakin.edu.au).
Elizabeth Hoban is with the School of Health and Social Development, Deakin University, Australia (e-mail: selma.macfarlane@deakin.edu.au).

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Cite: Zoe Wyatt, Elizabeth Hoban, and Selma Macfarlane, "Being Trauma-Informed in CAMBODIA: Practice Considerations for Professionals Working with Children and Trauma," International Journal of Social Science and Humanity vol. 7, no. 6, pp. 442-448, 2017.

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