ABSTRACT

Adverse childhood experiences (ACEs) and related approaches are receiving increasing focus from education policy makers and educational psychologists. However, the extent to which ACEs research and theory can be used to inform practice continues to be a topic for debate. The present paper explores the development of ACE-informed practice within two UK local authority educational psychology services, through use of focus groups and interviews with educational psychologists. Rationale, facilitators and barriers to the development of current ACE-informed practice are reported. Implications for educational psychology practice, including consideration of risk and reliance factors, the importance of consistent implementation of approaches, and future research are also considered.

摘要

不良童年经历 (ACE) 和相关方法越来越受到教育政策制定者和教育心理学家的关注。然而，ACEs 研究和理论在多大程度上可以用于指导实践仍然是一个有争议的话题。本论文通过使用焦点小组和与教育心理学家的访谈，探讨了在英国地方当局的两个教育心理学服务中 ACE 知情实践的发展。报告了当前 ACE 知情实践的基本原理、促进因素和障碍。还考虑了对教育心理学实践的影响，包括对风险和依赖因素的考虑、一致实施方法的重要性以及未来的研究。