Counselor Perceptions of Trauma: A Professional Development Evaluation

Date of Submission

2026

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Department Chair

Jessica Glass Kendorski, Ph.D., NCSP, BCBA-D

First Advisor

Virginia Salzer, Ph.D.

Second Advisor

Meri Weber, Ph.D.

Third Advisor

Sofia Pham, Ph.D.

Abstract

Childhood trauma presents a significant concern in school settings, yet educators often overlook students who exhibit internalizing behaviors due to the less visible nature of their distress. This study examined how a trauma-informed professional development (PD) workshop influenced school counselors’ ability to recognize and respond to internalizing trauma-related behaviors. The researcher conducted a primarily quantitative, mixed-methods secondary analysis using data from 44 matched pre- and post-workshop surveys completed by K–12 school counselors at a Pennsylvania cyber charter school. The researcher analyzed quantitative data using descriptive statistics and paired-samples t-tests and analyzed qualitative responses using inductive thematic analysis. Results indicated significant improvements in counselors’ knowledge, confidence, and trauma-informed beliefs. Participants also reported increased awareness of trauma presentation and the usefulness of practical strategies introduced in the training. Qualitative findings highlighted increased recognition of internalizing behaviors as indicators of trauma, as well as ongoing challenges related to time constraints, high caseloads, and limitations within virtual learning environments. These findings suggest that targeted professional development may enhance school counselors’ readiness to identify and support students experiencing trauma and underscore the need for continued training and systemic support.

This document is currently not available here.

Share

COinS