Psychotrauma Center for Children and Youth, University Medical Center Utrecht, Utrecht, The Netherlands.
J Trauma Stress. 2012 Feb;25(1):98-101. doi: 10.1002/jts.20709.
Teachers can be instrumental in supporting children's recovery after trauma, but some work suggests that elementary school teachers are uncertain about their role and about what to do to assist children effectively after their students have been exposed to traumatic stressors. This study examined the extent to which teachers working with children from ages 8 to 12 years report similar concerns. A random sample of teachers in the Netherlands (N = 765) completed a questionnaire that included 9 items measuring difficulties on a 6-point Likert scale (potential range of total scores: 9-54). The mean total difficulty score was 29.8 (ranging from 10 to 50; SD = 7.37). On individual items, the fraction of teachers scoring 4 or more varied between 25 and 63%. A multiple regression analysis showed that teachers' total scores depended on amount of teaching experience, attendance at trauma-focused training, and the number of traumatized children they had worked with. The model explained 4% of the variance, a small effect. Because traumatic exposure in children is rather common, the findings point to a need to better understand what influences teachers' difficulties and develop trauma-informed practice in elementary schools.
教师可以在支持儿童创伤后康复方面发挥重要作用，但有研究表明，小学教师对于他们的角色以及在学生遭受创伤性压力源后如何有效地帮助学生感到不确定。本研究旨在调查与 8 至 12 岁儿童一起工作的教师在多大程度上报告了类似的担忧。荷兰的一项教师随机抽样（N=765）完成了一份问卷，其中包括 9 个项目，采用 6 点李克特量表（总得分潜在范围：9-54）衡量困难程度。平均总难度得分为 29.8（范围为 10-50；标准差=7.37）。在个别项目上，得分在 4 分或以上的教师比例在 25%至 63%之间。多元回归分析表明，教师的总分取决于教学经验、参加创伤焦点培训以及处理过的创伤儿童的数量。该模型解释了 4%的方差，影响较小。由于儿童中创伤暴露相当普遍，研究结果表明需要更好地了解哪些因素影响教师的困难，并在小学中发展创伤知情实践。
