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Professional Development for Trauma-informed Schools: Applying the Knowledge, Attitudes, and Practices (KAP) Framework to Student Trauma
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Professional Development for Trauma-informed Schools: Applying the Knowledge, Attitudes, and Practices (KAP) Framework to Student Trauma. |
| 개인저자 | Law, Rhiannon Kathleen Steffen. |
| 단체저자명 | Indiana University. School of Education. |
| 발행사항 | [S.l.]: Indiana University., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 116 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-03A. Dissertation Abstract International |
| ISBN | 9781085711517 |
| 학위논문주기 | Thesis (Ph.D.)--Indiana University, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Advisor: Bellini, Scott. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | Childhood exposure to trauma is a significant public health concern that negatively impacts an individual's development and mental well-being. Per the Adverse Childhood Experiences (ACEs) survey, the millions of children exposed to trauma are at a higher risk for developing comorbid mental health issues, substance abuse, poor relationships, academic problems, and even a multitude of physical health illnesses (CDC, 2016). Although this crisis may appear insurmountable under our current mental health model, new research in the field of trauma-informed systems has been supported to mitigate the adverse outcomes these children face. The implementation of trauma-informed principles in a school system can offer children a safe and supportive environment to learn and continue developing. The purpose of this study was to examine the impact that a professional development training for school personnel regarding student trauma had on a teacher's Knowledge, Attitudes, and Practices (KAP). Fourteen participants (7 general education teachers, 3 special education teachers, and 4 administrators) completed a questionnaire on their knowledge of the effects of trauma, trauma-informed attitudes towards students, self-efficacy attitudes in supporting traumatized students, and trauma-informed classroom practices both before and after completion of a 2-hour professional development training. The training focused on information regarding student trauma as well as interactive learning and supported discussions to allow participants the opportunity to build their skills in this area. A paired-samples t-test revealed significant results across KAP domains. This study found an increase in participants' awareness of the signs and outcomes of trauma, improved perceptions of trauma and self-efficacy in supporting students, and higher intention to implement trauma-informed classroom behaviors. Despite the small sample size, results have moderate to large effect sizes and power indicating this is an effective first step for schools interested in becoming trauma-informed systems. |
| 일반주제명 | Psychology. Counseling psychology. Educational psychology. Teacher education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
