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Trauma-informed training and education for professionals in Australia: a scoping review

Kimie Maree McNaughton (Faculty of Science, Faculty of Medicine and Public Health, University of Newcastle, Newcastle, Australia)
Sophie Isobel (Faculty of Nursing, The University of Sydney, Sydney, Australia)
Liam Phelan (Faculty of Science, University of Newcastle, Newcastle, Australia)
Emma Quilty (Faculty of Information Technology, Monash University, Melbourne, Australia)

The Journal of Mental Health Training, Education and Practice

ISSN: 1755-6228

Article publication date: 1 June 2022

Issue publication date: 20 September 2022




Trauma-informed care and practice (TICP) has gained international attention since the mid-1990s, but its recent adoption in Australia has been met with various barriers, including a lack of training and education opportunities to enhance professional knowledge and practice. This paper aims to identify and further understand what is occurring in TICP training and education for health and human service professionals in Australia; specifically, what is known about TICP content and training strategies being used.


A scoping methodology was used to undertake a systematic search of the literature to identify and map the scope and nature of research activity on TICP training and education for professionals in Australia. Based on the predetermined inclusion and exclusion criteria, removal of duplications, abstract review and full-text screening, six studies met the inclusion criteria for content analysis in this review.


The studies showed that TICP training and education was occurring predominantly in the Australian health sector for nursing professionals and improved knowledge, confidence to respond to disclosures of trauma and approaches to care. Training was commonly delivered through one-day workshops and brief Web-based approaches. The findings suggested that there is a need for consensus on TICP content to ensure that fidelity to the principles of TICP is promoted in unique workplace settings and for ongoing commitment by relevant stakeholders and funding bodies.


To the best of the authors’ knowledge, this is the first review exploring what is happening across disciplines and sectors for trauma-informed education. The findings have implications for clinicians, professionals, educators and researchers.



The author(s) received no financial support for the research, authorship, and/or publication of this article.


McNaughton, K.M., Isobel, S., Phelan, L. and Quilty, E. (2022), "Trauma-informed training and education for professionals in Australia: a scoping review", The Journal of Mental Health Training, Education and Practice, Vol. 17 No. 6, pp. 550-561.



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