Cripps, Camilla (2022) Trauma-Informed Editing Practice: A Framework. Coursework Masters thesis, University of Southern Queensland. (Unpublished)
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Abstract
Trauma-informed practice is a strengths-based framework that guides the service provisions of the Australian healthcare and education sectors. Based on Mental Health Australia’s (2014) definition of trauma-informed care, the principles that underpin a trauma-informed approach to practice include safety, trustworthiness, opportunity for choice, collaboration, empowerment, and respect for diversity. While there is significant research on traumainformed care and trauma-informed pedagogy in both national and international contexts, there is a dearth of literature on trauma-informed editing practice. Given that writing itself is a vehicle for processing and sharing traumatic experience, the lack of trauma-supported editing service provisions for writers and editors is concerning, with risks of harm to both the author and the editor if an adequate support framework is not in place.
Thus, this qualitative study reviews existing trauma-informed frameworks of Australian health and education organisations and conducts a field survey of Australian and New Zealand editors who self-identify as working, or having worked, with traumatic material or trauma survivors. This study acknowledges that the use of trauma-informed tools in a creative and communications industry that is so heavily populated by freelance or selfemployed individuals will necessitate a cultural and philosophical shift and, as such, the findings from this research will inform the creation of a trauma-informed editing framework. This framework will provide editors with a set of trauma-informed guidelines for best practice. It is hoped that this framework will also provide professional development opportunities for qualified editors, as well as guide the development of editing curricula.
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