Objective: As organizations strive to build trauma-informed care (TIC) systems, further understanding of individual and organizational characteristics that may impact implementation is needed. The objective of this study was to assess changes in affective commitment, beliefs, foundational knowledge, and selfefficacy following completion of a TIC curriculum for a group of interprofessional pediatric service providers. Understanding effects of training on the perceptions of organizational support held by participants was also central to our inquiry. Method: A quasi-experimental pre/post design was used to assess the effectiveness of a curriculum comprising a required prereading component and a 4-hour interactive educational experience. The in-person session was designed to prompt a full appreciation of the impact of traumatic events on brain development and the long-term consequences of traumatic stress and historical trauma. Professionals recruited from several Midwestern pediatric service organizations completed pre-and posteducation surveys, answering questions on the Affective Commitment to TIC scale, Beliefs about Trauma subscale, Foundational Knowledge subscale, Principal Support for TIC, and TIC Self-Efficacy subscale. Results: Findings suggest that the proposed TIC curriculum effectively increased participants' TIC beliefs, knowledge, and self-efficacy as well as their perceptions of organizational support. Conclusions: We propose that TIC trainings tailored to the specific needs of the target audience hold potential toward promoting systemic organizational change among pediatric agencies. Clinical Impact StatementGrowth, development, and adaptive behaviors can be disrupted in children through adverse childhood experiences. Trauma-informed care (TIC) approaches are essential to educational, social welfare, medical, and mental health system interventions, but poorly organized systems that silo professionals and stratify institutional structures remain barriers to the delivery of TIC. The study implemented training emphasizing culturally focused TIC perspectives to affect changes in affective commitment, beliefs, knowledge, and self-efficacy among an interprofessional group of pediatric service providers. Improvements were noted in all variables. The training showed promise in influencing organizational change through heightened perceptions of organizational support and improved self-efficacy.

Abstract. In two qualitative evaluation studies, we explored the construct validity of two diagrammatic measures of attachment network structure, including the Bull’s Eye diagrammatic technique and a significantly modified version, the Web-based Hierarchical Mapping Technique (WHMT). In the first study, 20 young adults completed a Bull’s Eye diagram followed by a semi-structured interview in which participants explained their placement of support figures in their diagrams. Interview transcripts were analyzed using theory-driven thematic analysis to determine the presence of attachment-related themes, including safe haven, secure base effect, and proximity maintenance. Findings indicated mixed support for the Bull’s Eye as a measure of attachment networks. Although attachment themes were dominant among participants who identified a parent as their primary attachment figure, this was not the case among participants who identified a peer as a primary attachment figure. Participant justifications for peer attachments relied on non-attachment themes, including identity exploration and companionship. In the second study, we applied the same qualitative method to investigate the WHMT. Saturation was reached sooner, and attachment themes were dominant for both parent and peered primary attachment. Findings support the construct validity of the WHMT as a new measure of attachment network composition and strength.