Exploring teacher competences for relational health in schools

Abstract

This paper focuses on new professional competences that teachers are developing as they conjoin with music/arts therapists in face of young people who experience post-traumatic stress disorder or developmental trauma from earlier adverse childhood experiences. Data have been collected through the common use of a semi structured interview schedule across the interventions of the LINK Project. Responses from teachers of three schools in three different countries explore how educational pursuits are theorised/supported in order to promote relational health in schools. Findings point to a need to reassert social models of learning for teachers and young people alike. The consequences of reducing the range of disciplines that influence teacher education become apparent. It is noted that the disciplines of psychology and philosophy of education are necessary to address the current demands of inclusive education and inter-professional collaboration. Respondents are interested in new psychological knowledge that helps them reconceptualise educational rationales as professional teachers with a difference. These emergent perspectives arise from a re-engagement at classroom level with significant cultural resources that are already being used by music and artsbased therapeutic health practitioners.