Bilbrey Jennifer B, Castanon Kristy Lynn, Copeland Ruth B, Evanshen Pamela A, Trivette Carol M
Department of Early Childhood Education, East Tennessee State University, Box 70548, Johnson City, TN 37614 USA.
Aust Educ Res. 2022 Oct 31:1-22. doi: 10.1007/s13384-022-00582-9.
There is a growing body of research documenting the impact of traumatic stress on child development, which has resulted in a call to action for trauma-informed practices as a priority, yet implementation within schools and training for educators is lacking (American Academy of Physicians, https://www.aap.org/en-us/Documents/ttb_aces_consequences.pdf, 2014). Understanding teachers' perceptions regarding current levels of knowledge, self-efficacy, and trauma-informed training can help guide future professional development experiences for both pre-service and practising teachers. This study investigated the knowledge, self-efficacy, and training of trauma-informed practices as self-reported by primary educators, serving in grades kindergarten through third-grade, within two regions of Tennessee and Virginia. The (PECE-TICKCR) scale was adapted from the TIC-DS scale (Goodwin-Glick in Impact of trauma-informed care professional development of school personnel perceptions of knowledge, disposition, and behaviours towards traumatised students, Graduate College of Bowling Green State University, 2017), validated, and created for the purpose of this study. The sample consisted of 218 primary educators who completed an online survey regarding personal knowledge, self-efficacy, and training experiences of trauma-informed practices. Correlations revealed a statistical significance between the Knowledge of Trauma factor and the Confidence in Providing Trauma-Informed Strategies factor. There was also a statistical significance between the Knowledge of Trauma factor and the Confidence in Creating Supportive relationships factor and between the Confidence in Providing Trauma-Informed Strategies factor and the Confidence in Creating Supportive Relationships factor. The findings indicated that teachers need more knowledge regarding community resources for families and students but feel confident in providing supportive relationships. Teachers also are interested in more training events related to strategies to use when working with students exposed to trauma. Implications for teacher preparation programs and professional development training for practising teachers is discussed.
越来越多的研究记录了创伤性应激对儿童发展的影响，这导致人们呼吁将创伤知情做法作为优先事项采取行动，但学校内部的实施以及对教育工作者的培训却很缺乏（美国儿科学会，https://www.aap.org/en-us/Documents/ttb_aces_consequences.pdf，2014）。了解教师对当前知识水平、自我效能感和创伤知情培训的看法，有助于指导未来职前教师和在职教师的专业发展经历。本研究调查了田纳西州和弗吉尼亚州两个地区幼儿园至三年级的小学教育工作者自我报告的创伤知情做法的知识、自我效能感和培训情况。（PECE-TICKCR）量表改编自TIC-DS量表（古德温-格利克著《创伤知情护理专业发展对学校工作人员对受创伤学生的知识、态度和行为认知的影响》，鲍灵格林州立大学研究生院，2017），并为本研究目的进行了验证和编制。样本包括218名小学教育工作者，他们完成了一项关于创伤知情做法的个人知识、自我效能感和培训经历的在线调查。相关性分析显示，创伤知识因素与提供创伤知情策略的信心因素之间存在统计学意义。创伤知识因素与建立支持性人际关系的信心因素之间，以及提供创伤知情策略的信心因素与建立支持性人际关系的信心因素之间也存在统计学意义。研究结果表明，教师需要更多关于家庭和学生社区资源的知识，但在提供支持性人际关系方面感到有信心。教师也对更多与应对受创伤学生时使用的策略相关的培训活动感兴趣。文中还讨论了对教师预备课程和在职教师专业发展培训的启示。
