Effects of Trauma-Informed Training on Teacher Perceptions of Child Outcomes: Student-Teacher Relationships, Behavior, and Expulsion Risk

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Alysse M. Loomis, Finau Rabuka-Conklin, Camille DeSilva
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Abstract

A growing number of early childhood education (ECE) programs are using trauma-informed trainings to support teachers in better managing children’s trauma-related challenging behaviors. However, there is not a great deal of research on how effective these programs are for improving children’s school-related outcomes. This study examines whether a 6-hour trauma-informed training provided to preschool teachers was related to children’s child expulsion risk, teacher perception of child behavior, and student-teacher relationships. Seventy-four teachers from 7 elementary schools in the Mountain West region received a six-hour trauma-informed training over three months. Children’s school-related outcomes were collected through teacher report in pre- and post-training surveys. Linear growth modeling was used to estimate change in children’s outcomes over time, adjusting for child gender and student-teacher racial/ethnic match. There were significant decreases in child disruption, a subscale of expulsion risk, and improvements in student-teacher closeness following training; no other child outcomes changed significantly. More evidence-based research is needed to support or refute whether trauma-informed training is effective and promotes positive child outcomes.

创伤知情培训对教师感知儿童成果的影响:师生关系、行为和开除风险
越来越多的幼儿教育(ECE)项目正在使用创伤知情培训来支持教师更好地管理儿童与创伤相关的挑战性行为。然而,关于这些项目在改善儿童学校相关成果方面有多大成效的研究并不多。本研究探讨了为学前教师提供的 6 小时创伤知情培训是否与儿童被开除的风险、教师对儿童行为的看法以及师生关系有关。来自美国西部山区 7 所小学的 74 名教师在三个月内接受了 6 小时的创伤知情培训。通过教师在培训前和培训后的调查报告,收集了儿童在学校的相关表现。采用线性增长模型来估算儿童的学习成绩随时间推移而发生的变化,并根据儿童的性别和学生与教师的种族/民族匹配情况进行调整。结果表明,培训后,儿童的干扰程度、被开除风险的分量表明显降低,师生亲密程度也有所改善;其他儿童结果没有明显变化。需要更多的循证研究来支持或反驳创伤知情培训是否有效,是否能促进积极的儿童成果。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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