Trauma-informed practice: a Self-study examining the readiness of pre-service early years professionals

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Tina Bonnett, Elizabeth Gould, Courtney Gratton, Sumera Malik, Jenna Zinck
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引用次数: 0

Abstract

ABSTRACTChildhood psychological trauma is currently gleaning attention in many fields of study. Subsequently, Trauma-Informed Practice (TIP) is becoming integral to many organizations that service children and families. A gap, however, is noted in literature between this approach to practice and pre-service early years professionals who study to work in care and education settings as either early childhood educators or teachers. Furthermore TIP, using Self-Study (SS) methodology, is deficient in literature. Thus, a Self-Study was enacted by four pre-service early years professionals, in their fourth and final year of their degree, to investigate their preparedness to employ TIP in their work post-graduation. A Critical Friend, versed in this topic, engaged in this study as this is habitual to SS methodology. Findings of this research convey that TIP is covertly addressed in course content, indicating that this area of pedagogy requires more explicit attention in pre-service curriculum. Outcomes of this study also illuminate the urgency for early years professionals to address their own adverse experiences so that they are situated to cultivate attuned and responsive trauma-informed climates in their pedagogical practice. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the n/a [n/a].
创伤知情实践:一项检查服务前早期专业人员准备情况的自学
摘要儿童心理创伤是目前许多研究领域关注的问题。随后,创伤知情实践(TIP)成为许多为儿童和家庭服务的组织不可或缺的一部分。然而,在文献中指出,这种实践方法与在护理和教育环境中学习工作的幼儿教育工作者或教师的学前教育专业人员之间存在差距。此外,TIP采用自学(SS)方法,文献不足。因此,四名初入职前的专业人员在他们学位的第四年和最后一年进行了一项自我研究,以调查他们在毕业后的工作中使用TIP的准备情况。一位精通这个话题的批判性朋友参与了这项研究,因为这是SS方法论的习惯。这项研究的结果表明,TIP在课程内容中被暗中提及,这表明在职前课程中,这一教学领域需要更明确的关注。这项研究的结果也阐明了早期专业人员解决他们自己的不良经历的紧迫性,以便他们能够在他们的教学实践中培养协调和反应性的创伤信息气候。披露声明作者未报告潜在的利益冲突。本研究得到了[n/a]的支持。
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来源期刊
Journal of Early Childhood Teacher Education
Journal of Early Childhood Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
16.70%
发文量
27
期刊介绍: The Journal of Early Childhood Teacher Education, the official journal of the National Association of Early Childhood Teacher Educators, publishes original manuscripts, reviews, and information about association activities. Its purpose is to provide a forum for consideration of issues and for exchange of information and ideas about research and practice in early childhood teacher education. JECTE welcomes research reports, position papers, essays on current issues, reflective reports on innovative teacher education practices, letters to the editor and book reviews.
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