Defense Date

6-28-2022

Graduation Date

Summer 8-13-2022

Availability

Immediate Access

Submission Type

dissertation

Degree Name

PhD

Department

Counselor Education and Supervision (ExCES)

School

School of Education

Committee Chair

Matthew Joseph

Committee Member

Jered Kolbert

Committee Member

L. Robert Furman

Keywords

trauma-informed education, trauma-informed care in schools, attitudes related to trauma-informed care

Abstract

Childhood trauma is prevalent among today’s students. When educators implement trauma-informed practices in schools, student behaviors and learning typically improve. It is thus important that educators are trained in and have positive attitudes, knowledge, and beliefs toward trauma-informed care. However, high proportions of educators report that they do not receive trauma-informed training, and research regarding the effectiveness of professional development in trauma-informed care is limited. The present study examined whether educators’ knowledge, attitudes, and beliefs regarding trauma-informed care differed by grade level of students worked with and previous professional development experiences in trauma-informed care, as well as tested the effectiveness of a professional development program in trauma-informed care. Results revealed significant inverse relationships between grade level of student taught and attitudes related to trauma-informed care, and some specific trauma-informed attitudes were more positive among educators who had engaged in previous professional development. Additionally, overall attitudes and some specific attitudes related to trauma-informed care improved following the professional development program. Practical implication of these results and recommendations for future research are discussed.

Language

English

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