A critical and creative exploration of childhood trauma recovery. Knowing-doing trauma-informed public pedagogy

Abstract

Childhood trauma (CT) is a pervasive issue affecting a significant portion of the global population. The (2020b) estimates that up to 1 billion children worldwide have experienced physical, sexual, emotional violence or neglect in the past year. Connectedly, research suggests 29.8% of global adult mental ill health (MIH) is accredited to adverse childhood experiences (ACEs) (Kessler et al., 2005; Kessler et al., 2010). Traditional recovery approaches focus on cognition and behaviour, often disregarding experiential and embodied experiences. Reliance on biomedical models, including pharmacological treatments and cognitive-behavioural therapy (CBT), pathologises trauma survivors and neglects their unique lived experiences. This study addresses the gap in understanding non-biomedical trauma recovery through a narrative synthesis and empirical exploration of embodied recovery practices. Guided by feminist new materialism, post-qualitative inquiry (PQI), and feminist participatory action research (FPAR), data was co-produced with 10 participants through creative and reflective practices. Findings highlight the need for inclusive, holistic recovery pedagogies integrating cognitive, emotional, and embodied dimensions. These pedagogies recognise trauma as relational and shaped by human and non-human entanglements. This study provides novel insights into how trauma recovery is understood and enacted beyond a biomedical model, which is not only more empowering, effective and individualised, but has the potential to directly address the stigma surrounding service users who are only offered limited and prescriptive options to recover. Contributing to these findings, a visual assemblage is offered, highlighting the missing knowledge forms that need to be translated to practice. The study illuminates the need for practitioners, policymakers and researchers to consider broader discussions regarding material-discursive entanglements (human, non-human, relational and discourse) concerning trauma pedagogies and practices, and to ultimately promote a much-needed paradigm shift.

Date of Award	25 Jun 2025
Original language	English
Awarding Institution	University of Bath
Supervisor	Emma Rich (Supervisor) & Alinka Gearon (Supervisor)