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Working through relational trauma: An exploration of narratives of lived experiences of trauma and recovery.

Smith, Penn ORCID logoORCID: https://orcid.org/0000-0001-7522-4461 and Charura, Divine ORCID logoORCID: https://orcid.org/0000-0002-3509-9392 (2023) Working through relational trauma: An exploration of narratives of lived experiences of trauma and recovery. In: Qualitative Research on Mental Health Conference (QRMH9), 31 August - 2 September 2023, Budapest, Hungary. (Unpublished)

Full text not available from this repository.
Official URL: https://qrmh9.com/

Abstract

This presentation offers a critical exploration of the importance of encountering therapeutic and reparative relationships when working through psychological trauma. As professionals we share many years of experience working with individuals who present with complex trauma. This informs our understanding and application of theory, research, and counselling practice. In this work we share a particular focus on understanding the meaning that individuals give to their experiences, and on working with trauma through relational means. We draw from two key research studies conducted with 15 service users from a United Kingdom (UK) mental health rehabilitation and recovery service and 12 asylum-seekers and refugees based in the UK. Our approach is informed by relational-centred, existential-phenomenological theoretical perspectives which assert that all humans have built-in propensity to grow to their full potential when specific conditions are met. However, personal problems and trauma may arise in and through relationality thereby interrupting connection with self and others. Relationships and experiences which offer the right conditions for transformation enable growth and change in one’s felt sense of self and being in the world. In our presentation we will present our definition of Relational Trauma and consider how issues can arise in and through relationality.

Item Type: Conference or Workshop Item (Other)
Status: Unpublished
School/Department: School of Education, Language and Psychology
URI: https://ray.yorksj.ac.uk/id/eprint/9585

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