Trauma, Bereavement and Loss: Key Learning and Messages from Research and Practice

Nina Vaswani, Sally Paul, Fern Gillon, Fiona Bennett, Lisa Hogg, Kirsten Hogg, Nicki Lawrence

Research output: Book/ReportOther report

Abstract

Professionals, and wider society, are becoming increasingly aware of the prevalence of traumatic and adverse childhood experiences, and of the potentially enduring and detrimental impact of such experiences on emotional, psychological and physical health and wellbeing. As a result, there is increased policy and practice attention paid to identifying, understanding and addressing trauma and adversity among individuals. Importantly, this attention is not solely focused on trauma-specialist provision for individuals who are known to have experienced trauma, but also on ensuring that the entire workforce is trauma-informed, as outlined in the Transforming Psychological Trauma framework (NHS Education for Scotland, 2017).
LanguageEnglish
Place of PublicationGlasgow
Commissioning bodyBarnardos Scotland
Number of pages9
Publication statusPublished - 31 Jul 2019

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trauma
learning
experience
childhood
health
education

Keywords

  • trauma care
  • bereavement care
  • Barnardos

Cite this

Vaswani, Nina ; Paul, Sally ; Gillon, Fern ; Bennett, Fiona ; Hogg, Lisa ; Hogg, Kirsten ; Lawrence, Nicki. / Trauma, Bereavement and Loss : Key Learning and Messages from Research and Practice. Glasgow, 2019. 9 p.
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Trauma, Bereavement and Loss : Key Learning and Messages from Research and Practice. / Vaswani, Nina; Paul, Sally; Gillon, Fern ; Bennett, Fiona; Hogg, Lisa; Hogg, Kirsten; Lawrence, Nicki.

Glasgow, 2019. 9 p.

Research output: Book/ReportOther report

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AU - Lawrence, Nicki

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AB - Professionals, and wider society, are becoming increasingly aware of the prevalence of traumatic and adverse childhood experiences, and of the potentially enduring and detrimental impact of such experiences on emotional, psychological and physical health and wellbeing. As a result, there is increased policy and practice attention paid to identifying, understanding and addressing trauma and adversity among individuals. Importantly, this attention is not solely focused on trauma-specialist provision for individuals who are known to have experienced trauma, but also on ensuring that the entire workforce is trauma-informed, as outlined in the Transforming Psychological Trauma framework (NHS Education for Scotland, 2017).

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