Parker Jennifer, Olson Stacey, Bunde James
Child Protection Training Center, University of South Carolina Upstate, 160 E. St. John Street, Spartanburg, SC 29306 USA.
Psychology Department, University of South Carolina Upstate, Spartanburg, SC USA.
J Child Adolesc Trauma. 2019 May 15;13(2):217-227. doi: 10.1007/s40653-019-00261-5. eCollection 2020 Jun.
An extensive literature establishing the prevalence of Adverse Childhood Experiences (ACEs) and their destructive impact over the lifespan has motivated recent efforts to fundamentally alter the educational milieu. One such initiative, entitled "Compassionate Schools," involves the training of educators in trauma-informed and trauma-sensitive practices, in the hopes of creating scholastic environments more conducive to widespread resilience. Despite encouraging initial reports, few studies have empirically evaluated the impact of Compassionate Schools training on attendees. The current investigation reports the results of two studies. In Study 1, participants completed a questionnaire 6 months after their Compassionate Schools trainings, including items relevant to mindset and behavior change. In Study 2, participants completed the Attitudes Relevant to Trauma Informed Care (ARTIC) scale before and after a Compassionate Schools training. The majority of participants in Study 1 reported enduring changes in mindset and behavior as a result of their trainings, and described those changes in terms consistent with the Compassionate Schools model. ARTIC responses in Study 2 suggested marked trauma-informed attitudinal improvements between pre- and post-training assessments. These data, although preliminary, are consistent with the Compassionate Schools paradigm, and empirically support its promise as a ACEs-informed intervention for educators.
大量文献证实了童年不良经历（ACEs）的普遍性及其对一生的破坏性影响，这激发了近期从根本上改变教育环境的努力。其中一项名为“关爱学校”的倡议，涉及对教育工作者进行创伤知情和创伤敏感实践的培训，以期创造出更有利于广泛恢复力的学术环境。尽管初步报告令人鼓舞，但很少有研究对关爱学校培训对参与者的影响进行实证评估。当前的调查报道了两项研究的结果。在研究1中，参与者在完成关爱学校培训6个月后填写了一份问卷，其中包括与思维模式和行为改变相关的项目。在研究2中，参与者在关爱学校培训前后完成了与创伤知情护理相关态度（ARTIC）量表的测评。研究1中的大多数参与者报告称，培训使他们在思维模式和行为上发生了持久的变化，并以与关爱学校模式一致的方式描述了这些变化。研究2中ARTIC量表的回答表明，培训前后的测评在创伤知情态度方面有显著改善。这些数据虽然是初步的，但与关爱学校范式一致，并从实证上支持了其作为一种针对教育工作者的基于ACEs的干预措施的前景。
