RESEARCH SHOWCASE 4
Tracks
Track 9
| Thursday, October 29, 2026 |
| 4:00 PM - 5:00 PM |
| Meeting room A2, Arbour Level |
Overview
Meeting room A2
Speaker
Dr Stephanie Bennetts
Deakin University
Weaving the Web of Trauma Awareness
4:00 PM - 4:10 PMAbstract
Aim
This presentation reports preliminary findings from a cross‑disciplinary study exploring university staff understandings of trauma awareness and perceived needs for a coordinated, cross‑disciplinary approach aligned with academic and industry expectations.
Background and context
Australian universities are operating in environments of increasing psychosocial risk, with widespread staff stress and burnout reported nationally. At the same time, university staff across multiple disciplines frequently engage with trauma impacted students, colleagues, and industry partners, particularly in teaching, leadership, professional placements, and student facing roles.
Relevance
Although accreditation frameworks and professional standards across fields such as health, education, social sciences, law, and business emphasise trauma‑aware practice, there are limited university‑wide approaches to trauma aware education across disciplines. Instead the responsibility for developing trauma‑aware capability is often devolved to individual disciplines, programs, or staff. Establishing a baseline understanding of trauma awareness across university and industry contexts is critical to the development of trauma‑aware education for staff and students that responds to industry needs.
Contribution: The baseline data generated by this study provides a foundation for the development of coordinated, university‑wide, industry focused, trauma aware education.
Description
The findings from this mixed-methods study highlight shared and discipline specific needs for trauma awareness, demonstrating relevance beyond individual roles to organisational and industry contexts.
Engagement
This presentation will provide an opportunity to engage in interactive discussion, inviting participants to reflect on trauma‑aware practice within their own professional and industry contexts.
This presentation reports preliminary findings from a cross‑disciplinary study exploring university staff understandings of trauma awareness and perceived needs for a coordinated, cross‑disciplinary approach aligned with academic and industry expectations.
Background and context
Australian universities are operating in environments of increasing psychosocial risk, with widespread staff stress and burnout reported nationally. At the same time, university staff across multiple disciplines frequently engage with trauma impacted students, colleagues, and industry partners, particularly in teaching, leadership, professional placements, and student facing roles.
Relevance
Although accreditation frameworks and professional standards across fields such as health, education, social sciences, law, and business emphasise trauma‑aware practice, there are limited university‑wide approaches to trauma aware education across disciplines. Instead the responsibility for developing trauma‑aware capability is often devolved to individual disciplines, programs, or staff. Establishing a baseline understanding of trauma awareness across university and industry contexts is critical to the development of trauma‑aware education for staff and students that responds to industry needs.
Contribution: The baseline data generated by this study provides a foundation for the development of coordinated, university‑wide, industry focused, trauma aware education.
Description
The findings from this mixed-methods study highlight shared and discipline specific needs for trauma awareness, demonstrating relevance beyond individual roles to organisational and industry contexts.
Engagement
This presentation will provide an opportunity to engage in interactive discussion, inviting participants to reflect on trauma‑aware practice within their own professional and industry contexts.
Biography
Dr Bennetts works at the intersection of community engagement, mental health, and systems thinking, with a strong commitment to trauma-informed, inclusive, and sustainable approaches to care. As a Lived Experience Research Fellow, she combines community-based systems thinking with lived experience expertise to improve how healthcare services understand and support people experiencing eating disorders. Her PhD focused on embedding systems thinking and co-design principles in mental health services to better reflect community needs.
With more than a decade of experience as a nationally accredited podiatrist, Stephanie brings a grounded clinical perspective to mental health system improvement, trauma-informed practice, and health professional education. She applies an intersectional feminist lens across her work, centring power, identity, and lived experience, and is passionate about supporting future health professionals to practise in equitable, community-responsive, and leadership-oriented ways
Dr Lynette Longaretti
Senior Lecturer
Deakin University
Co-presenter
Biography
Dr Lynette Longaretti is a Senior Lecturer in Education (Pedagogy and Curriculum) in the School of Education at Deakin University, Australia. With over 35 years of experience across primary and higher education, her work is driven by a commitment to educational equity, inclusion, wellbeing, and high-quality teacher preparation.
Before entering academia, Lynette spent 13 years teaching and leading in Victorian primary schools, primarily in low socio-economic communities. She has since spent more than two decades contributing to teacher education through teaching, leadership, curriculum renewal, and research.
Her research explores how Initial Teacher Education can prepare teachers to create inclusive, supportive, and engaging learning environments for diverse learners. Drawing on strengths-based, relational and trauma informed approaches, her work focuses on teacher and student wellbeing, educational resilience, student voice, and evidence-informed practices that promote belonging, participation, and success.
Ms Amelia Murphy
La Trobe University
Developing trauma aware early years educators through arts-based critical reflection
4:10 PM - 4:20 PMAbstract
Aim: Developing trauma aware early years educators through participation in arts-based critical reflection.
Background/Context: Critical reflection is central to effective early childhood education, particularly in responding to the complex needs of children who may have experienced trauma. Emerging research highlights arts-based practices as powerful tools for deepening reflective processes. These approaches create opportunities for educators to effectively engage with emotions, challenge assumptions, and explore multiple perspectives. Findings from stage one of PhD research conducted in the UK suggest that the art part is a valuable addition to the critical reflection process in the early years.
Relevance: This submission demonstrates how incorporating creative methods in critical reflection can foster empathy, self-awareness, relational understanding and educator wellbeing. Strengthening these relational elements with self and others is a critical component of building the strong relational connections with children that are required in trauma responsive environments.
Contribution: The work contributes to the field by offering an innovative intersection between arts-based methodologies and trauma-informed early childhood practice. It highlights the potential of creative reflection to strengthen educator capacity, promote inclusive and responsive environments, and improve outcomes for all children, inclusive of those who have experienced traumatised backgrounds.
Description: A qualitative research methodology was employed, informed by critical theory, ecological systems theory and an arts-based practice approach. A comparative nested case study design was selected for research in the UK and Australia. A series of arts-based critical reflection group sessions using collage, plasticine and collaborative drawing were facilitated, followed by an arts-based individual interview.
Background/Context: Critical reflection is central to effective early childhood education, particularly in responding to the complex needs of children who may have experienced trauma. Emerging research highlights arts-based practices as powerful tools for deepening reflective processes. These approaches create opportunities for educators to effectively engage with emotions, challenge assumptions, and explore multiple perspectives. Findings from stage one of PhD research conducted in the UK suggest that the art part is a valuable addition to the critical reflection process in the early years.
Relevance: This submission demonstrates how incorporating creative methods in critical reflection can foster empathy, self-awareness, relational understanding and educator wellbeing. Strengthening these relational elements with self and others is a critical component of building the strong relational connections with children that are required in trauma responsive environments.
Contribution: The work contributes to the field by offering an innovative intersection between arts-based methodologies and trauma-informed early childhood practice. It highlights the potential of creative reflection to strengthen educator capacity, promote inclusive and responsive environments, and improve outcomes for all children, inclusive of those who have experienced traumatised backgrounds.
Description: A qualitative research methodology was employed, informed by critical theory, ecological systems theory and an arts-based practice approach. A comparative nested case study design was selected for research in the UK and Australia. A series of arts-based critical reflection group sessions using collage, plasticine and collaborative drawing were facilitated, followed by an arts-based individual interview.
Biography
Amelia is a qualified Social Worker and Art Therapist with extensive experience supporting children, young people, and individuals across educational and community settings. Her work is grounded in a strong commitment to critical reflection, arts-based practices, and fostering social and emotional development. She brings strengths in communication, leadership, and creative, innovative thinking, alongside a deeply reflective approach to practice.
Currently a PhD candidate in the School of Education at La Trobe University, Amelia has recently returned from the UK where she completed data collection for stage one of her research. Her topic is how arts-based practices enhance critical reflection with early years educators. Her professional experience spans roles in education, early years educator wellbeing, private practice, and higher education.
In addition to her therapeutic and academic work, Amelia is an exhibiting artist, with recent exhibitions titled Intimate Connections in Bendigo (2023) and Kyneton (2024).
Ms Christine Armarego
Director Of Operations
The Flourish Movement
Improving Educator Secondary Traumatic Stress, Burnout and Compassion Satisfaction through Professional Development: National survey insights
4:20 PM - 4:30 PMAbstract
Aim:Examining Impact and effectiveness of Professional Development (PD) for Educators in relation to management of Secondary Traumatic Stress (STS) across 2285 Australian educators.
Background/Context:Educator Professional Development (PD) requires significant time and financial investment. Reviewing its effectiveness in reducing Burnout (BO), STS and increasing Compassion Satisfaction (CS) is critical in supporting educators working in high trauma environments.
Relevance:Commonly accessed PD for educator STS were evaluated for effectiveness by 2285 Australian Educators. This research correlated the effectiveness to the STS, BO and CS scores to determine impact. PD that was rated as not effective had poorer outcomes on STS, BO and CS than those who had no PD. This demonstrates that poor PD is not effective and even detrimental to individuals. Highly effective self-care training had the greatest positive impact across all three constructs over other forms of PD, clearly demonstrating a protective effect.
Contribution:This research provides strong evidence about the impact and effectiveness of different types of PD for positive impact on STS, BO and CS. This is important to allow educators, Schools and System wide services to choose their training wisely, not only to meet their needs but of a quality that has positive outcomes.
Description:A national survey with interviews explored both the prevalence of STS, and impact of training on STS. Analysis identified PD that had protective and detrimental effects for STS, BO and CS.
Engagement: Highly Engaging/interactive presentation style; sharing key findings in the type of PD with implications for individual, school and system wide PD strategies.
Background/Context:Educator Professional Development (PD) requires significant time and financial investment. Reviewing its effectiveness in reducing Burnout (BO), STS and increasing Compassion Satisfaction (CS) is critical in supporting educators working in high trauma environments.
Relevance:Commonly accessed PD for educator STS were evaluated for effectiveness by 2285 Australian Educators. This research correlated the effectiveness to the STS, BO and CS scores to determine impact. PD that was rated as not effective had poorer outcomes on STS, BO and CS than those who had no PD. This demonstrates that poor PD is not effective and even detrimental to individuals. Highly effective self-care training had the greatest positive impact across all three constructs over other forms of PD, clearly demonstrating a protective effect.
Contribution:This research provides strong evidence about the impact and effectiveness of different types of PD for positive impact on STS, BO and CS. This is important to allow educators, Schools and System wide services to choose their training wisely, not only to meet their needs but of a quality that has positive outcomes.
Description:A national survey with interviews explored both the prevalence of STS, and impact of training on STS. Analysis identified PD that had protective and detrimental effects for STS, BO and CS.
Engagement: Highly Engaging/interactive presentation style; sharing key findings in the type of PD with implications for individual, school and system wide PD strategies.
Biography
Ms Christine Armarego is the Director of Operations for The Flourish Movement (partnering with Deakin University) since its inception in 2016. She is a key author in 2025 National research project on Secondary Traumatic Stress in Australian Educators with Dr Adam Fraser and Dr John Molineux (Deakin University). She oversaw the research liaison and reporting, led sections of data analysis and write up. She has a background in both education (Grad Diploma of Education) and in research having completed Masters by thesis and working with Dr Fraser in research driven work for the last 20 years.
Mrs Rebecca De Laine
Head Of Wellbeing Counselling
St Joseph's Institution International Ltd
Presence over Presents - When Success Masks Relational Deprivation
4:30 PM - 4:40 PMAbstract
Aim:
To professionally equip educators and school leaders to identify, prevent, and respond to relational and developmental trauma, specifically focusing on the masked presentation of affluent neglect through a culturally responsive and trauma-informed lens, particularly in high socioeconomic and culturally diverse educational settings.
Background/Context:
Affluent neglect, a form of relational trauma, is frequently obscured by markers of success like material provision and academic achievement. In diverse school communities, this harm is further concealed by varying cultural norms regarding parenting, achievement expectations, and social stigma surrounding emotional vulnerability. Manifestations such as hyper-independence, perfectionism, emotional restraint, or high-functioning anxiety are often misattributed as resilience or cultural traits, rather than indicators of unmet attachment needs. This means traditional safeguarding frameworks, which often prioritise visible disadvantage, may fail to detect covert relational trauma in some educational settings.
Relevance:
A comprehensive, trauma-aware educational approach must extend identification protocols beyond socioeconomic adversity to ensure equitable and accurate recognition of relational harm across all culturally diverse and high-performing school environments.
Contribution & Description:
Grounded in attachment theory and interdisciplinary research, this session will delineate actionable strategies for prevention, early identification, and systemic, trauma-informed responses. It provides educators and leaders with evidence-based, practical tools designed to enhance early identification, align policy, and implement culturally responsive safeguarding practices that effectively recognise hidden relational trauma.
Engagement:
Participants will engage in high-impact activities, including case analysis, guided cultural reflection exercises, and a structured safeguarding self-audit, to facilitate the direct application and successful implementation of learning within their specific professional contexts.
To professionally equip educators and school leaders to identify, prevent, and respond to relational and developmental trauma, specifically focusing on the masked presentation of affluent neglect through a culturally responsive and trauma-informed lens, particularly in high socioeconomic and culturally diverse educational settings.
Background/Context:
Affluent neglect, a form of relational trauma, is frequently obscured by markers of success like material provision and academic achievement. In diverse school communities, this harm is further concealed by varying cultural norms regarding parenting, achievement expectations, and social stigma surrounding emotional vulnerability. Manifestations such as hyper-independence, perfectionism, emotional restraint, or high-functioning anxiety are often misattributed as resilience or cultural traits, rather than indicators of unmet attachment needs. This means traditional safeguarding frameworks, which often prioritise visible disadvantage, may fail to detect covert relational trauma in some educational settings.
Relevance:
A comprehensive, trauma-aware educational approach must extend identification protocols beyond socioeconomic adversity to ensure equitable and accurate recognition of relational harm across all culturally diverse and high-performing school environments.
Contribution & Description:
Grounded in attachment theory and interdisciplinary research, this session will delineate actionable strategies for prevention, early identification, and systemic, trauma-informed responses. It provides educators and leaders with evidence-based, practical tools designed to enhance early identification, align policy, and implement culturally responsive safeguarding practices that effectively recognise hidden relational trauma.
Engagement:
Participants will engage in high-impact activities, including case analysis, guided cultural reflection exercises, and a structured safeguarding self-audit, to facilitate the direct application and successful implementation of learning within their specific professional contexts.
Biography
Rebecca De Laine is the Head of Wellbeing Counselling at St. Joseph’s Institution International in Singapore, leading a team of mental health practitioners in a culturally diverse international setting. With over fifteen years’ experience as a school counsellor and more than eighteen years in education, she has worked across varied educational and safeguarding landscapes, from remote Indigenous communities in Australia to metropolitan, government, Catholic, independent, and international schools both in Australia and overseas.
Rebecca has held roles including Classroom Teacher, Head of Department, Guidance Officer, School Counsellor, and Designated Safeguarding Lead, supporting multidisciplinary teams to strengthen trauma-informed safeguarding systems across complex cultural and socio-economic contexts. She holds a Bachelor of Education (Secondary), a Master of Education (Guidance and Counselling), and a Graduate Certificate in Leadership and Management.
Rebecca is committed to culturally responsive, attachment-informed practice that recognises both visible and hidden forms of relational trauma.
Ms Cara Lucas
School Psychologist
German European School Singapore
Co-presenter
Biography
Cara Lucas is the Lead Counsellor at the German European School Singapore, with over fifteen years of clinical experience across educational settings in Singapore and Australia. She has held key roles including School Psychologist, Designated Safeguarding Lead, and Consulting Psychologist in private practice, bringing extensive expertise in safeguarding from prevention through to complex response and case management.
Cara works at both strategic and operational levels, leading the development and implementation of whole-school wellbeing and safeguarding frameworks spanning early years to senior school. Her experience includes policy development, staff training, risk assessment, crisis response, and multidisciplinary coordination to ensure safe, responsive systems of care.
A strong advocate for students with diverse and complex needs, Cara prioritises collaborative, evidence-informed practice. She holds professional memberships with the Australian Psychological Society, the American Psychological Association, and is registered with the Australian Health Practitioner Regulation Agency.
Session chair
Lyra L'Estrange
Queensland University of Technology
