Impact of Implementing Trauma-Informed Practices on Student- and Staff-Level School-Wide Outcomes

Autor/in	Cronin, Denice
Titel	Impact of Implementing Trauma-Informed Practices on Student- and Staff-Level School-Wide Outcomes
Quelle	(2020), (205 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, William James College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-9518-3
Schlagwörter	Hochschulschrift; Dissertation; Program Implementation; Trauma; Intervention; Prevention; Children; Outcomes of Treatment; Educational Practices; Teacher Burnout; Program Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Prävention; Vorbeugung; Child; Kind; Kinder; Bildungspraxis; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin
Abstract	Childhood trauma predicts school outcomes including attendance, completion, and academic achievement. In an attempt to support the prevention and reduction of the negative impacts of trauma, a variety of trauma-informed practices have been adopted in schools. While well-intentioned, there is insufficient consensus in defining trauma-informed practices and limited outcome data, particularly pertaining to their ability to enhance the outcomes used to evaluate schools. This exploratory investigation utilized a quantitative correlational design to consider which components of trauma-informed practice are implemented in schools, which individual components and broader categories of trauma-informed practice are associated with perceived school-related outcomes, and while controlling for others, which components have independent effects on school-related outcomes. One hundred and thirty five staff (90% female) employed in schools across the United States completed an online survey measuring components of trauma-informed practice in their personal work and schoolwide, staff burnout, and perceived school quality. Findings indicate individual trauma-informed practices, school trauma-informed practices, and general effective practices differ in their relations to school quality and staff burnout. Trauma-informed training and self-identifying as a "trauma-informed" school were less relevant to perceived school outcomes. Trauma-informed staff in effectively trauma-informed systems rated outcomes highest, followed by staff that are in schools that strive to be generally effective. Staff that are more burnt out and working in ineffective schools reported the lowest outcomes. Universal, school-wide trauma-informed practices, in addition to those that support general school effectiveness, are particularly critical to mitigate burnout and enhance established indicators of academic success. The ARC Framework is one promising approach to guide the implementation of trauma-informed practice in schools. Replication of findings is recommended to support the ultimate goal of increasing staff, student, and whole school success. Despite potential costs associated with investment in school-wide, systemic interventions, a fully trauma-informed system has the potential for academic, economic, and social benefits, warranting the investment of limited resources that are in high-demand. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01