Correction to: Systematic Review of School-Wide Trauma-Informed Approaches
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CORRECTION
Correction to: Systematic Review of School-Wide Trauma-Informed Approaches Julie C. Avery 1 & Heather Morris 1 & Emma Galvin 1 & Marie Misso 1 & Melissa Savaglio 1 & Helen Skouteris 1,2
# Springer Nature Switzerland AG 2020
Correction to: Journal of Child & Adolescent Trauma (321) https://doi.org/10.1007/s40653-020-00321-1 Figure 1 contains incomplete texts. The correct one is shown below: Organisaon is acvely responsive to the racial, ethnic and cultural needs of those served and rejects cultural stereotypes and biases
Physical and psychological safety throughout the organisaon, including from client perspecve
cultural, historical & gender issues
Understanding disenfranchisement, promong client voice and eliminang power differenals, shared decisionmaking, and acve support of staff to provide services
trustworthiness & transparancy
empowerment
collaboraon & mutuality
Meaningfully share power and decision making in collaborave relaonships across the enre organisaon
safety
Operaons and decisions are transparent toward building and maintaining trust
peer support
Trauma-impacted peers recognised as potenal key support to clients
Fig. 1 Adapted from SAMHSA’s six key principals of trauma-informed care
The online version of the original article can be found at https://doi.org/ 10.1007/s40653-020-00321-1 * Helen Skouteris [email protected] 1
Monash Centre for Health Research and Implementation, School of Public Health and PreventiveMedicine, Monash University, Level 1, 43-52 Kanooka Grove Clayton; Locked Bag 29 Clayton Vic, Melbourne 3168, Australia
2
School of Business, Warwick University, Coventry, UK
Publisher’s Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
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