Presenter Information
Heather Roesinger, MS.Ed., Chelsea Williams, MS.Ed., Dr. Tammy L. Hughes, Ph.D., ABPP
Abstract
Trauma is defined as a response to a negative event that includes both an emotional and physiological component. Two thirds of children experience some form of a traumatic event by the age of 16 (Cavanaugh, 2016). Many youth with disabilities, particularly emotional and behavioral, have experienced trauma and show visible signs of difficulty in the classroom (Cavanaugh, 2016). Trauma-informed schools take a strengths-based approach and focus on building safe, positive environments and relationships. Research has provided evidence that a trauma-informed approach can be instrumental in supporting positive outcomes of children exposed to trauma, but school staff feel ill-equipped to support these students (Maring & Koblinsky, 2013). Thus, professional development within this area is necessary and beneficial.
Four professional development trainings were delivered to school staff working with at-risk students to address: a) the impact of trauma on student learning, b) requirements to build positive student-faculty relationships, c) elements needed for classrooms to be characterized by feelings of safety, and d) how to support staff burnout and compassion fatigue. The Attitudes Related to Trauma Informed Care (ARTIC) and Professional Quality of Life Scale (PROQOL) were used to measure staff’s attitudes about trauma-informed instruction. The current study discusses the results of these measures as well as recommendations for school teams.
Keywords: childhood trauma, trauma-informed, professional development, special education, alternative education
School
School of Education
Advisor
Dr. Tammy L. Hughes, Ph.D., ABPP
Submission Type
Paper
Publication Date
March 2022
Included in
Child Psychology Commons, Disability and Equity in Education Commons, Other Mental and Social Health Commons, School Psychology Commons, Social Justice Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons
Trauma-Informed Teaching: Professional Development for School Staff
Trauma is defined as a response to a negative event that includes both an emotional and physiological component. Two thirds of children experience some form of a traumatic event by the age of 16 (Cavanaugh, 2016). Many youth with disabilities, particularly emotional and behavioral, have experienced trauma and show visible signs of difficulty in the classroom (Cavanaugh, 2016). Trauma-informed schools take a strengths-based approach and focus on building safe, positive environments and relationships. Research has provided evidence that a trauma-informed approach can be instrumental in supporting positive outcomes of children exposed to trauma, but school staff feel ill-equipped to support these students (Maring & Koblinsky, 2013). Thus, professional development within this area is necessary and beneficial.
Four professional development trainings were delivered to school staff working with at-risk students to address: a) the impact of trauma on student learning, b) requirements to build positive student-faculty relationships, c) elements needed for classrooms to be characterized by feelings of safety, and d) how to support staff burnout and compassion fatigue. The Attitudes Related to Trauma Informed Care (ARTIC) and Professional Quality of Life Scale (PROQOL) were used to measure staff’s attitudes about trauma-informed instruction. The current study discusses the results of these measures as well as recommendations for school teams.
Keywords: childhood trauma, trauma-informed, professional development, special education, alternative education