ABSTRACT Schools regularly find themselves dealing with the aftermath of family, community and national tragedies. In this article, two university-based educators share their experiences of working with schools to engage children in arts-based activities to support the processing of the traumatic events they endured. In both cases, children in local schools had been traumatised by natural disasters and needed support to enable them to make sense of what had happened and to begin to absorb these events into their own personal histories. The article summarises the relevant literature on the importance of post-traumatic processing and the use of arts-based methods for this purpose. The two case studies, one from the 2010–2011 New Zealand earthquakes and the other from the 2009 Samoan tsunami, are described separately before common themes are drawn from both cases. The joint findings are discussed using a framework that brings arts-based interventions and post-trauma processing together. The article concludes with the lessons learned from these experiences that might have broader applicability in other pastoral care contexts.

中文翻译：

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超越正规课程的创造力：灾后创伤环境中的基于艺术的干预

摘要 学校经常发现自己要处理家庭、社区和国家悲剧的后果。在本文中，两位大学教育工作者分享了他们与学校合作，让儿童参与以艺术为基础的活动，以支持他们处理所承受的创伤事件的经验。在这两种情况下，当地学校的孩子们都受到了自然灾害的创伤，需要得到支持，使他们能够理解所发生的事情，并开始将这些事件吸收到自己的个人历史中。本文总结了有关创伤后处理的重要性以及为此目的使用基于艺术的方法的相关文献。两个案例研究，一个来自 2010-2011 年新西兰地震，另一个来自 2009 年萨摩亚海啸，在从这两个案例中得出共同主题之前分别进行描述。使用将基于艺术的干预和创伤后处理结合在一起的框架来讨论联合研究结果。文章最后总结了从这些经验中吸取的教训，这些教训可能在其他教牧关怀环境中具有更广泛的适用性。