Show Summary Details
Page of

(p. 343) Design as the Missing Variable in Trauma-Informed Schools 

(p. 343) Design as the Missing Variable in Trauma-Informed Schools
Chapter:
(p. 343) Design as the Missing Variable in Trauma-Informed Schools
Author(s):

Dak Kopec

, and J. Davis Harte

DOI:
10.1093/med-psych/9780190052737.003.0019
Page of

PRINTED FROM OXFORD CLINICAL PSYCHOLOGY ONLINE (www.oxfordclinicalpsych.com). © Oxford University Press, 2020. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a title in Oxford Clinical Psychology Online for personal use (for details see Privacy Policy and Legal Notice).

date: 08 April 2020

Trauma-informed school models are making important headway in the ability of properly trained and motivated teachers and staff to address the complex needs of traumatized students. However, there is a new and related avenue in the need for the school’s built and ambient environment to be able to support these trauma-informed practices and policies. This chapter provides context and insight to better understand the connection between the mental, emotional, and physiological responses of students with trauma histories and the built environment. With a theoretical lens of architectural psychology, the authors discuss how the physical environment may perpetuate students’ stress loads or, conversely, how school spaces can be thoughtfully designed so as to facilitate lower stress levels and increase perceived control and opportunities for reregulation, as well as support the teachers and staff implementing trauma-informed practices. The built environment can foster dignity, respect, and personal autonomy, which can support the development of self-regulation skills, healthy coping mechanisms, and, ideally, healing.

Access to the complete content on Oxford Clinical Psychology requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs, and if you can't find the answer there, please contact us.