The Role of Trauma-Informed Training in Helping Los Angeles Teachers Manage the Effects of Student Exposure to Violence and Trauma

Sonsteng-Person, Melanie; Loomis, Alysse M.

doi:10.1007/s40653-021-00340-6

Cited by 16 publications

(7 citation statements)

References 33 publications

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“…This may be due to the high rate of knowledge already demonstrated by the participants; many questions were answered correctly by a majority of the sample. However, this finding does not support previous research indicating PD leads to higher levels of knowledge and self-efficacy regarding student trauma (Anderson et al, 2021;McIntyre et al, 2019;Sonsteng-Person & Loomis, 2021).…”

Section: Discussioncontrasting

confidence: 99%

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

Heck

Ormiston

Husmann

2023

Journ Child Adol Trauma

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We examined differences in knowledge, attitudes, and practices related to student trauma and trauma-informed practices among various educators and certified staff members in a United States, Midwestern school district. We examined three research questions: 1.) Are there significant differences in knowledge, attitudes, and practices among teachers with differing years' experience? 2.) Are there significant differences in knowledge, attitudes, and practices among primary and secondary educators and staff? 3.) Are there significant differences in knowledge, attitudes, and practices among educators and staff who have participated in professional development (PD) regarding student trauma, and those who have not? We utilized a revised version of the Knowledge, Attitudes, and Practices (KAP) survey (Law, 2019) focused on student trauma. The KAP survey was sent via email to all certified staff members in the school district. No significant differences were found among knowledge and attitudes; however, primary school educators implemented significantly more trauma-informed practices compared to secondary educators. Additionally, educators with PD implemented significantly more trauma-informed practices compared to those without PD. Findings revealed our staff members had similar levels of knowledge and attitudes, though practices differed depending on years' experience, PD, and grades taught. Implications for future research relating to student trauma and the research-to-practice gap are discussed.

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Section: Discussioncontrasting

confidence: 99%

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

Heck

Ormiston

Husmann

2023

Journ Child Adol Trauma

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“…This is consistent with previous research (Berger and Samuel, 2020;Blitz et al, 2020;Reierson and Becker, 2020;Willis and Grainger, 2020;Miller and Berger, 2021). Training has been linked to increased confidence in working with children living with the effects of complex childhood trauma Loomis and Felt, 2020;Sonsteng-Person and Loomis, 2021).…”

Section: Identifying What They Need To Do the Worksupporting

confidence: 91%

Building Trauma Informed Teachers: A Constructivist Grounded Theory Study of Remote Primary School Teachers’ Experiences With Children Living With the Effects of Complex Childhood Trauma

Brown

Howard²,

Walsh³

2022

Front. Educ.

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The experiences of remote teachers who work with children living with the effects of complex childhood trauma is under explored. Children from remote areas of Australia are vulnerable to complex childhood trauma as their communities can face the effects of colonization, higher rates of disadvantage and exposure to potentially traumatic circumstances, such as natural disasters and family and community violence. This is compounded by the tyranny of distance in accessing effective supports. In such contexts, the roles of schools and teachers in addressing the debilitating impacts of trauma are both vital and amplified. This article summarizes a qualitative study, incorporating constructivist grounded theory, that generated a new theory to explain social processes that teachers in remote schools undergo when working with the effects of complex childhood trauma. Data were collected from teachers in individual interviews (n = 23) and a focus group. Data were analyzed using constant comparative method, emergent themes were categorized, leading to the development of the grounded theory, Building Trauma Informed Teachers. This overarching theory consists of seven categories. This study contributes insights into the scope and nature of the work of teachers in remote schools and recommends ways in which cognate systems can prepare and support teachers for their professional work supporting and educating trauma-impacted children.

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“…As the field of trauma‐informed care continues to grow, studies continue to emphasise the importance of understanding educators' difficulty in responding to their traumatised students in the classroom (Sonsteng‐Person & Loomis, 2021). Commenting on the disconnect between understanding the impact of traumatic experience and what it means to implement trauma‐informed education, Gherardi et al (2021, p. 13) observed that ‘our work in schools brings into sharp focus the ways in which capacity (or lack of capacity) at the school, district, and community level can severely limit these efforts’.…”

Section: Introductionmentioning

confidence: 99%

“…Nuanced responses that ‘involve understanding the child's familial, social, and community contexts’ (Hodas, 2006, p. 34) and the specific life circumstances of each child are required. The dysregulated emotions of children from backgrounds of abuse involve teachers in developing a high degree of self‐awareness and sensitivity in order to observe, understand and respond effectively to these individual students' behaviours (McCreery, 2015; Sonsteng‐Person & Loomis, 2021).…”

Section: Introductionmentioning

confidence: 99%

The trauma challenge: How teachers experience students with complex trauma

Southall

2023

British J Special Edu

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Research documenting the effects of trauma in early childhood describes the profound and long‐term consequences of child abuse and neglect on the developing brain and the subsequent deficits in critical cognitive and social development. While educators have increasingly endeavoured to understand this impact and become more ‘trauma‐informed’ in their classrooms, little is understood about the process or what it requires of the teacher. This study explores the experiences of six teachers in regional Victoria, Australia, who sought to apply their neuroscientific understandings in their classrooms, and identifies the many personal and professional challenges they confronted. Critical reflection was employed both to deeply explore their collective experiences and to support them in this complex work. Findings describe the nuanced and interpersonal nature of trauma‐informed education and imply the need for critical reflection in teacher practice as an important element in the process.

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The Role of Trauma-Informed Training in Helping Los Angeles Teachers Manage the Effects of Student Exposure to Violence and Trauma

Cited by 16 publications

References 33 publications

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

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

Building Trauma Informed Teachers: A Constructivist Grounded Theory Study of Remote Primary School Teachers’ Experiences With Children Living With the Effects of Complex Childhood Trauma

The trauma challenge: How teachers experience students with complex trauma

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