Ferrara Amanda M, Panlilio Carlomagno C, Tirrell-Corbin Christy
Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, 228 CEDAR Building University Park, Pennsylvania, PA 16802 USA.
Department of Human Development and Quantitative Methodology, University of Maryland, 3304 Benjamin Building College Park, Maryland, MD 20742 USA.
J Child Adolesc Trauma. 2023 Jun 29;16(3):783-793. doi: 10.1007/s40653-023-00550-0. eCollection 2023 Sep.
Little is known about school professionals' definitions of trauma outside of the context of trauma-informed school trainings.
The present study used thematic analysis to explore school professionals' open-ended definitions of childhood trauma ( = 1271). Follow-up chi-square tests of independence were used to investigate differences in professionals' definitions based on their professional role and education.
Five themes were identified: effects of trauma, events of trauma, solutions to trauma, emotional responses, and no knowledge. Effects of trauma and events of trauma contained ten and five subthemes, respectively. School professionals who identified long-term effects of trauma on students most commonly listed general negative effects (e.g., "An experience or event that can negatively impact that child") instead of effects on specific domains such as behavior or emotions (e.g., "An experience that negatively impacted a child emotionally"). School professionals who identified an event of trauma most commonly provided examples of trauma (e.g., child maltreatment) or a general definition of trauma. School professionals' roles and education were somewhat related to their definitions of childhood trauma. Findings suggest that childcare providers and professionals without a bachelor's degree have gaps in their knowledge of child trauma.
These results suggest school professionals have some foundational knowledge about trauma, but it is not universal. To best serve school professionals working with this vulnerable population of students, researchers and practitioners should design future trauma-informed professional development opportunities around school professionals' prior knowledge and understanding of trauma as well as their potential misunderstandings of trauma.
对于学校专业人员在创伤知情学校培训背景之外对创伤的定义了解甚少。
本研究采用主题分析法探讨学校专业人员对童年创伤的开放式定义（n = 1271）。后续使用独立性卡方检验来调查专业人员基于其职业角色和教育背景在定义上的差异。
确定了五个主题：创伤的影响、创伤事件、创伤的解决方法、情绪反应和缺乏了解。创伤的影响和创伤事件分别包含十个和五个子主题。识别出创伤对学生长期影响的学校专业人员最常列出的是一般负面影响（例如，“可能对该儿童产生负面影响的经历或事件”），而非对行为或情绪等特定领域的影响（例如，“对儿童情绪产生负面影响的经历”）。识别出创伤事件的学校专业人员最常提供创伤的例子（例如，儿童虐待）或创伤的一般定义。学校专业人员的角色和教育背景与其对童年创伤的定义在一定程度上相关。研究结果表明，儿童保育提供者和没有学士学位的专业人员在儿童创伤知识方面存在差距。
这些结果表明学校专业人员对创伤有一些基础知识，但并不普遍。为了更好地服务于与这群弱势学生打交道的学校专业人员，研究人员和从业者应围绕学校专业人员对创伤的先验知识和理解以及他们对创伤可能存在的误解，设计未来的创伤知情专业发展机会。
