Gannon, Martina; (2025) "Just knowing there are ways to grow helps you grow": Developing and piloting a Posttraumatic Growth reflective framework for use with young people with Adverse Childhood Experiences and Educational Psychologists. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Text Martina Gannon thesis. .pdf - Accepted Version Access restricted to UCL open access staff until 1 October 2026. Download (3MB)

Abstract

This study created and piloted a trauma-informed posttraumatic growth (PTG) framework for potential use by educational psychologists (EPs) to facilitate children and young people (CYP) experiencing growth from adversity. The framework is informed by an Experience Based Co-Design (EBCD) approach. The value of using EBCD is that it is informed by the lived experiences of those who use and benefit from a service. The motivation behind this research stems from three key considerations. Firstly, existing PTG studies emphasise the scarcity of CYP’s perspectives on PTG compared to the extensive research available on PTG in adults. Furthermore, the lack of conclusive outcomes from PTG approaches necessitates exploration, and this novel framework could address this gap by providing valuable insights into the initial feasibility of such a tool. Secondly, in the context of EP practice, there is a prevalence of Adverse Childhood Experiences (ACEs) in the UK, and EPs are well-positioned to support children who have experienced ACEs. ACEs in this context refer to those outlined in Felitti et al., 1998 study as ten types of potentially traumatic events occurring before the age of 18. These include abuse (emotional, physical, sexual), neglect (emotional, physical), and household dysfunction (such as parental separation, substance abuse, mental illness, domestic violence, or incarceration). However, there is currently a dearth of practical trauma-informed PTG approaches, which the proposed framework aims to address. Lastly, while current policies stress the importance of trauma-informed practices in education, there is a notable absence of focus on children's potential to grow from adversity. This pilot framework aims to bridge this gap by exploring the application of trauma-informed PTG approaches in educational settings by EPs.

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