"...We're not doing enough:":幼儿特殊教育中心的创伤知情护理

IF 2 4区 教育学 Q1 EDUCATION, SPECIAL
Mia Chudzik, Catherine Corr, Rosa Milagros Santos
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引用次数: 0

摘要

残疾幼儿遭受创伤的比例很高。为了减轻和解决创伤对幼儿发展的负面影响,需要系统地实施创伤知情护理。在学校中,重要的是各级工作人员都要接受培训,以实施创伤知情护理。在这项定性研究中,我们探讨了一个中心的幼儿保育和教育专业人员(包括行政人员、教师、辅助专业人员和相关服务提供者)在计划和实施创伤知情护理过程中的经验。我们采用布朗芬布伦纳的生态系统论来指导研究设计。我们的研究结果表明,ECSE 专业人员在环境的微观、中观、宏观和外在系统层面上受到各种因素的影响,这些因素影响了他们成功实施创伤知情护理的程度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“. . .We’re Not Doing Enough:”: Trauma-Informed Care in an Early Childhood Special Education Center
Young children with disabilities experience trauma at high rates. To mitigate and address the negative effects of trauma on young children’s development, systematic implementation of trauma-informed care is needed. In schools, it is important that all staff members at every level are trained to implement trauma-informed care. In this qualitative study, we explored the experiences of ECSE professionals in one center, including administrators, teachers, paraprofessionals, and related service providers, as they planned and implemented trauma-informed care. We used Bronfenbrenner’s ecological systems theory to guide the design of the study. Our findings suggest that ECSE professionals are impacted by factors at the micro-, meso-, exo-, and macrosystem level of the environment, which influenced the extent to which they were able to successfully implement trauma-informed care.
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来源期刊
CiteScore
4.60
自引率
4.80%
发文量
18
期刊介绍: Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.
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