Date of Submission

2023

Degree Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

Department

Psychology

Department Chair

Jessica Glass Kendorski, PhD, NCSP, BCBA-D

First Advisor

Katy E. Tresco, PhD

Second Advisor

Meredith Weber, PhD, ABPP, NCSP

Third Advisor

Alexandra Gilbert, PsyD

Abstract

The impact of trauma on children has become an area of increased awareness, as research has demonstrated the consequences of traumatic experiences on academic, behavioral, and emotional success. Teachers have a unique opportunity to support intervention and facilitate relationships with children, in order to reduce the impacts of trauma on later outcomes. Research has demonstrated positive outcomes of students when teachers are provided direct training in trauma-informed intervention; however, there is little research on the knowledge teachers have from their training programs and professional development related to trauma and trauma-informed educations and the impact on their attitudes and perceptions in implementing trauma-informed education. A survey was conducted with certified teachers to review the connection between previous knowledge related to trauma and trauma-informed education and perceived comfort and barriers with implementation of trauma-informed education. The survey found most teachers were gaining their knowledge of trauma and trauma-informed education through school based professional development. Moreover, results indicated teachers tended to view trauma-informed practices as part of their role but did not have adequate training in identifying trauma nor implementing trauma-informed education. This study helps contribute to the rationale for including additional trauma education within teaching programs and highlights the need for additional professional development within school settings.

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