The Healing Power of Teacher-Student Relationships in Repairing Childhood Abuse: Commonalities and Differences with Clinical Social Work Practice

Mehak Jamil

doi:10.4148/2161-4148.1075

Abstract

Research indicates survivors of childhood abuse are able to form the same quality relationships with teachers as non-abused children (Armstrong, Hasket & Hawkins, 2017). However, there is little research indicating what factors within the teacher-student relationship help build this resiliency. This study looks to clinical social work practice as a basis for understanding what qualities of the therapeutic relationship can extend to or overlap with non-clinical relationships with students who have a trauma history, within the teaching field. To better understand experiences within these relationships, semi-structured interviews were conducted with both a clinical social worker who has teaching experience at the post-secondary level, and the study enlisted the researcher as a participant to ascertain the student/ client perspective. Effectively a researcher self-study, findings indicated qualities of safety, empathy and client/student empowerment, albeit in different ways, helped to correct and repair some of the damage of childhood abuse within both therapeutic and teacher-student relationships.

Highlights

Evidence demonstrates the therapeutic relationship is paramount in determining treatment outcomes across a variety of modalities, including trauma therapy
This study aims to begin filling this gap, by looking at how qualities of therapist-client relationships in trauma therapy overlap with qualities of strong teacher-student relationships
While therapists engage directly with traumatic content, teachers play an important role in using safety, empathy and empowerment to provide opportunities for students to build resiliency and repair some of the damage of childhood abuse

Summary

Introduction

Evidence demonstrates the therapeutic relationship is paramount in determining treatment outcomes across a variety of modalities, including trauma therapy. These considerations hold significant as relationship building is central to both professions. Both professionals are seen on a daily or weekly basis, for at least one year, and take student/client needs and social context into consideration when determining learning or treatment goals. They use relationship as an active agent to create growth and change

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Results

Conclusion