Trauma-Informed Holistic Education
Students' Experiences of Healing Through Salesian Chaplaincy in Vocational Higher Education
Keywords:
trauma-informed education, Holistic Education, Salesian Spirituality, chaplaincy services, earned secure attachmentAbstract
This study explores how students with adverse childhood experiences navigate healing and growth through Salesian chaplaincy services in vocational higher education. Using narrative inquiry methodology, the research examined MCAST students' lived experiences, revealing how integrated trauma-informed and holistic approaches facilitate earned secure attachment through alternative attachment figures. The study employed the thematic narrative analysis method for data analysis. Two group interviews were held with nine participants. Participants' narratives reveal three interconnected themes: redefining family through alternative attachments when biological families fail to provide safety; navigating parental absence and educational disappointments whilst maintaining aspirations; and experiencing healing through consistent adult presence and faith transmission. The study validates that trauma-informed principles combined with holistic pedagogy create conditions for healing. Salesian chaplaincy's accompaniment model—characterized by consistent presence, family-style relationships, and recognizing inherent giftedness—operationalizes both frameworks practically. Results demonstrate that relationships within educational settings function as agents of healing when characterized by availability, non-judgmental listening, and integration of spiritual dimensions.
