Navigating Trauma: Proximity, Wellbeing and Work-Integrated Learning in Higher Education
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| Title: | Navigating Trauma: Proximity, Wellbeing and Work-Integrated Learning in Higher Education |
|---|---|
| Language: | English |
| Authors: | Clare J. Dannenberg, Mistilina Sato, Chris Astall, Clare Murray, Julia Wu, Helen Farley |
| Source: | International Journal of Work-Integrated Learning. 2025 26(1):113-128. |
| Availability: | New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Trauma, Work Based Learning, Well Being, Higher Education, Proximity, Interdisciplinary Approach, Student Experience, Trauma Informed Approach, Stress Variables, Local Issues, Global Approach, Universities, Opportunities, Barriers, Career Readiness |
| Geographic Terms: | New Zealand |
| Abstract: | This paper conducts an interdisciplinary exploration into the concept of trauma within work- integrated learning (WIL), emphasizing the importance of 'proximity' as a novel extension of trauma within this context. The central focus lies in conceptualizing fresh dimensions for a WIL wellness model that prioritizes community connectedness over individual autonomy. The paper sheds light on the broader landscape of trauma within higher education, acknowledging that students' lived experiences are characterized by global threats, local stressors, and traumatic events. By addressing the challenges faced by students at the University of Canterbury in Christchurch, New Zealand, this work intertwines the themes of trauma, wellbeing, and WIL to present a comprehensive view of the opportunities and challenges within higher education. The Proximity Trauma Impact Model for Work-Integrated Learning (PTIM-WIL) signifies a forward-thinking framework aimed at preparing students for the dynamic landscapes of WIL and the post-graduation workplace. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463982 |
| Database: | ERIC |
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