Trauma-Informed Care Training in Schools (1 CE)
This course is for: Clinical Psychologists, Counselors, and School Psychologists
Course By: Cara Bliss, PhD NCSP
Content By: Liang, C. T. H., Liu, L., Rocchino, G. H., Kohler, B. A., & Rosenberger, T. (2020). Trauma-informed care training for educators: Some preliminary evidence. Journal of Prevention and Health Promotion, 00(0), 1-24.
Course Description: Childhood trauma is a public health epidemic with physical, psychological, and social consequences. One focus within the literature of trauma is the role adverse childhood experiences (e.g., abuse, neglect, and family dysfunction) have on health and education outcomes. The purpose of the two studies examined was to determine if professional development for teachers on adverse childhood experiences (ACEs) and diversity resulted in changes in attitudes and knowledge regarding trauma-informed care (TIC). Overall, researchers found that TIC training significantly improved educators’ knowledge and attitudes and that half-day training was as effective as full-day training in achieving these outcomes. To support the long-term implementation of trauma-informed practices in schools, a combination of in-service training with ongoing consultation and support is most effective.
- Identify the purpose of the 2 studies and the methods related to the attitudes and knowledge regarding TIC
- Analyze the data by exploring the statistical tests used in conjunction with the discussed findings
- Integrate the 3 limitations of the study with the identified areas of future research
- Read and understand Trauma-Informed Care Training for Educators: Some Preliminary Evidence
- Review the Course Description and Learning Objectives
- Consider the factors related TIC coupled with the statistical findings from the accompanying article
- Work through the post-test questions; keep in mind that answer selections should be derived from the accompanying article
- Return to the referenced article for any missed questions and/or to better understand the relationship between in-service training and trauma-informed practices