Mitigating secondary traumatic stress in preservice educators: A pilot study on the role of trauma‐informed practice seminars

Abstract

In this study, explore secondary traumatic stress (STS) in preservice teachers (PSTs) and if trauma-informed practices (TIPs) have the potential to mitigate STS. We hypothesize that PST who have had consistent and extensive exposure to TIP will experience lower levels of STS in their student teaching or residency than students who have not had this exposure. Thirty-four PST participated in the study. Twenty-one were women, 12 men, and 1 identified as nonbinary. Their average age was 31 years. Participants were 73.1% Caucasian. A survey design was used. Surveys went out to all Metropolitan State University of Denver School of Education Students. Early results demonstrate a positive causal relationship between an increase of TIP seminars and decreased STS. By integrating TIP seminars and principles into teacher preparation programs, new teachers will enter the workforce better equipped to address their own needs and the needs of the children and families they serve.

Correlates of adverse childhood experiences and secondary traumatic stress in school personnel.

“…Contrary to previous research (Castro Schepers & Young, 2022), school personnel’s confidence in their trauma-informed practice was not found to be a mitigating factor in the relationship between ACEs profiles and STS in school personnel. Of note, Castro Schepers and Young (2022) measured attendance in a trauma-informed practice seminar as a means of examining differences in STS in teachers whereas the present study uses self-reported perceptions of confidence in trauma-informed practice.…”

“…Contrary to previous research (Castro Schepers & Young, 2022), school personnel’s confidence in their trauma-informed practice was not found to be a mitigating factor in the relationship between ACEs profiles and STS in school personnel. Of note, Castro Schepers and Young (2022) measured attendance in a trauma-informed practice seminar as a means of examining differences in STS in teachers whereas the present study uses self-reported perceptions of confidence in trauma-informed practice. Results could be due to the fact that many trauma-informed school programs and training—along with our trauma-informed practice efficacy variable—focus on practices geared toward supporting students rather than those that look to help school personnel with their needs.…”

“…Although trauma-informed practice has become a national movement for advancing the way educators recognize and respond to their students’ childhood trauma (Overstreet & Chafouleas, 2016), minimal attention has been given to the ways that trauma-informed care can help school personnel with their own needs. Trauma-informed practice consists of school personnel’s understanding of the prevalence and impact of trauma (Berger et al, 2016), which may help them to reflect and make sense of their own history with adverse childhood experiences and trauma (Castro Schepers & Young, 2022). Additionally, trauma-informed practice efficacy may provide comfort to school personnel as they care for students experiencing adversity, which can potentially help to lower STS.…”

“…Hypothesis 3: Trauma-informed practice can prepare educators to address their own trauma needs as well as their students (Castro Schepers & Young, 2022; Cavanaugh, 2016). Thus, we expect trauma-informed practice efficacy to moderate the relationship between ACEs history profiles and STS such that school personnel with low trauma-informed practice efficacy will report stronger, positive relationships between ACEs history and STS than school personnel with high trauma-informed practice efficacy.…”

Utilizing KAP in Schools: An Evaluation of Educators’ and Staff Knowledge, Attitudes, and Practices Related to Trauma

“…Engaging pre- and in-service educators on training related to trauma-informed practices as well as self-care practices to mitigate the effects of compassion fatigue, secondary traumatic stress, and burnout is needed (Koenig et al, 2018 ; Miller & Flint-Stipp, 2019 ). For instance, a recent study indicated there is a relationship between training in trauma-informed practices and a reduction in rates of secondary traumatic stress for pre-service educators (Castro Schepers & Young, 2022 ). Training should not be limited to teachers—administrators, school-based mental health professionals, and support staff all benefit from training (Kataoka et al, 2018 ).…”