How do we get to trauma-informed practice? Retention and application of learning by practitioners trained using the core curriculum on childhood trauma.

Abstract

Objective: Most mental health practitioners receive minimal trauma training in their degree curriculum and rely on supplemental training to build additional skills. Since 2016, the Core Curriculum on Childhood Trauma (CCCT) has been used for brief in-service training of more than 2,000 mental health practitioners. Prior evaluation showed statistically significant learning outcomes posttraining, yet little was known about retention of learning or impact on clinical practice. Method: We collected 100 mixed-method follow-up surveys from participants completing CCCT training between October 2016 and August 2019. Results: Statistically significant increases were seen between pretraining and follow-up self-report (6 -24 months later) for four child trauma skills (effect sizes: 0.90 -1.07). Qualitative data identified four key impacts on clinical practice: increased empathy, understanding of trauma complexity, systematic approach to case conceptualization, and catalyzing further trauma learning. Conclusions: Positive learning outcomes 6 -24 months posttraining suggest that the CCCT is an effective tool for in-service training and that retained learning can translate into improved trauma-informed clinical practice. Clinical Impact StatementMental health practitioners regularly engage in brief in-service trainings to increase their skills, yet little is known about the long-term impact of such training on clinical practice. The Core Curriculum on Childhood Trauma (CCCT) has been used with over 2,000 mental health practitioners in the United States to enhance their ability to respond effectively to child trauma. Prior evaluation showed statistically significant learning outcomes immediately posttraining. This article describes longerterm outcomes (6 -24 months posttraining), including qualitative measures of the impact on clinical practice.

The SECURE STAIRS Framework: Preliminary Evaluation of Trauma Informed Training Developments Within the Children and Young People’s Secure Estate

“…This echoes research identifying that trauma informed training can promote staff confidence and knowledge to effectively assess and offer trauma informed interventions within a range of secure settings (e.g., Layne et al, 2014 ; Walters et al, 2015 ). This also supports findings that trauma informed training can have a positive impact on trauma informed practice (e.g., Dublin et al, 2019 , 2021 ; Perry & Daniels, 2016 ; Robinson et al, 2019 ).…”

“…Despite some positive findings in the literature regarding trauma informed care and staff training (e.g., Dublin et al, 2021 ; Layne et al, 2014 ; Robinson et al, 2019 ), there remains limited research examining the efficacy of trauma informed training within SCHs in the UK.…”

Training experienced mental health practitioners to deliver foundational trauma education: The core curriculum on childhood trauma.

“…Correspondence concerning this article should be addressed to Sonya Dublin, 2144 Emerson Street, Berkeley, CA 94705, United States. Email: sonyadublinconsulting@gmail.com The Evidence Base and Gaps in Current Evidence While posttraining evaluation of CCCT trainees showed retention up to 24 months of statistically significant improvement in eight self-reported child trauma skills (Dublin et al, 2019(Dublin et al, , 2020, little assessment has been conducted of facilitators' skills which may influence trainees' learning. This is not an uncommon gap.…”

“…While posttraining evaluation of CCCT trainees showed retention up to 24 months of statistically significant improvement in eight self-reported child trauma skills (Dublin et al, 2019(Dublin et al, , 2020, little assessment has been conducted of facilitators' skills which may influence trainees' learning. This is not an uncommon gap.…”