scholarly journals An Evaluation of Whole-School Trauma-Informed Training Intervention Among Post-Primary School Personnel: A Mixed Methods Study

2022 ◽  
Author(s):  
Justin MacLochlainn ◽  
Karen Kirby ◽  
Paula McFadden ◽  
John Mallett
Keyword(s):  
Professional Development ◽  
Compassion Fatigue ◽  
Intervention Group ◽  
School Personnel ◽  
Control Group ◽  
Whole School ◽  
Trauma Informed Care ◽  
Quality Of Life Scale ◽  
Professional Development Training ◽  
Trauma Informed

AbstractStudents’ ability to reach their potential in school—both behaviourally and academically – is linked to their educator’s knowledge of child and adolescent development, childhood adversity and trauma, and how these impact learning and behaviour. However, teacher pre-service training programmes often offer inadequate instruction to meet the needs of trauma-impacted students. The purpose of the study was to investigate the benefits of professional development training in trauma-informed approaches on school personnel attitudes and compassion fatigue. There is a paucity of research on whole-school trauma-informed approaches and most have methodological limitations via the absence of a control group. In addressing this gap, the study is one of the first to utilise a control group in the research design to ensure findings are robust. The study utilised a quasi-experimental wait-list control pre-post intervention design to evaluate the efficacy of trauma-informed professional development training. We compared attitudes and compassion fatigue among 216 school personnel (n = 98 intervention, n = 118 comparison) utilising the Attitudes Related to Trauma-Informed Care (ARTIC) scale and the Professional Quality of Life scale (Pro-QoL). Quantitative data was supplemented by qualitative focus group data. Findings demonstrated that school-personnel within the intervention group reported significant improvements in attitudes related to trauma-informed care, and a significant decrease in burnout at 6-month follow-up. Our findings demonstrate that with minimum training on the dynamics of trauma, personnel attached to a school can become more trauma-informed and have more favourable attitudes towards trauma-impacted students and consequently be less likely to experience burnout.

scholarly journals Effect of trauma-informed care on hair cortisol concentration in youth welfare staff and client physical aggression towards staff: results of a longitudinal study

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Marc Schmid ◽  
Janine Lüdtke ◽  
Claudia Dolitzsch ◽  
Sophia Fischer ◽  
Anne Eckert ◽  
...  
Keyword(s):  
Physical Aggression ◽  
Physiological Stress ◽  
Intervention Group ◽  
Control Group ◽  
Hair Cortisol ◽  
Staff Members ◽  
Youth Welfare ◽  
Trauma Informed Care ◽  
Welfare Institutions ◽  
Trauma Informed

Abstract Background Professional caregivers working in child and youth welfare institutions are frequently faced with the complex mental health issues, emotional needs and challenging coping strategies of clients with cumulated traumatic experiences, leaving them prone to developing high levels of stress, burn-out and compassion fatigue. Trauma-informed care (TIC) is a milieu-therapeutic approach that aims to promote the self-efficacy and self-care of youth welfare staff by guiding them to a better understanding of their own and their clients’ stress symptoms and countertransference. Despite increasing efforts to implement TIC practices, and more widespread recognition of their value in youth welfare systems, there is a lack of studies evaluating the effectiveness of this approach. The aim of this study was to assess the effects of TIC practices in youth welfare institutions on both the physiological stress of staff members and clients’ physical aggression towards their caregivers. . Methods Data was obtained from a longitudinal study investigating the effectiveness of TIC in 14 residential youth welfare institutions. Our sample consisted of 47 youth welfare employees (66.0% female) aged from 23 to 60 years (M = 37.4, SD = 10.4 years). Hair cortisol concentration (HCC) and occurrences of client physical aggression were assessed at four annual measurement time points (T1 to T4). Results Participants in five institutions employing TIC practices (intervention group) showed significantly lower HCC at T4 than staff members from institutions who did not receive training in TIC (control group), indicating reduced physiological stress levels. At T4, the intervention group reported significantly less physical aggression than the control group. Conclusions TIC might be a promising approach for reducing the emotional burden of employees and institutions should invest in training their staff in TIC practices. More research is necessary, to investigate the benefits and efficacy of TIC, both to youths and staff members, and to foster a better understanding of which specific factors may contribute to stress reduction.

scholarly journals A Trauma-Informed Transition Model for New Entrants with Dysregulated Behaviours

2021 ◽  
Author(s):  
A. Hunter-Dehn
Keyword(s):  
Emotional Regulation ◽  
High Stress ◽  
School Personnel ◽  
Academic Readiness ◽  
Transition Model ◽  
School Age ◽  
Whole School ◽  
High Deprivation ◽  
Trauma Informed ◽  
Preliminary Support

AbstractThe Riroriro programme was a response to the needs of children with extremely dysregulated classroom behaviours, resulting from sustained exposure to traumatic high-stress and high-deprivation environments from pre-birth to school age. Evaluation of the accounts of key individuals involved in the pilot found that participants had improved emotional regulation abilities and interpersonal skills during and up to 1 year after the intervention. Academic performance was not improved significantly, but the interviewees’ accounts suggested that “academic readiness” had been achieved. In line with previous studies, the results indicate preliminary support for the effectiveness of the Riroriro programme in supporting children who have experienced trauma to become mainstream classroom ready. These results suggest that a whole-school, multi-tiered approach providing support at the student, school personnel and system levels can help mitigate the effects of trauma.

scholarly journals A Coordinated Comprehensive Professional Development Training’s Effect on Summer Day Camp Staff Healthy Eating and Physical Activity Promoting Behaviors

2014 ◽  
Vol 11 (6) ◽  
pp. 1170-1178 ◽  
Author(s):  
R. Glenn Weaver ◽  
Michael W. Beets ◽  
Ruth P. Saunders ◽  
Aaron Beighle
Keyword(s):  
Physical Activity ◽  
Professional Development ◽  
Healthy Eating ◽  
Vigorous Physical Activity ◽  
Control Group ◽  
Systematic Observation ◽  
Type Method ◽  
Observation Instruments ◽  
Professional Development Training ◽  
Children’S Physical Activity

Background:The YMCA of USA recently adopted Healthy Eating and Physical Activity (HEPA) Standards for their summerday- camps (SDCs). Standards call for staff to exhibit HEPA promoting behaviors while eliminating HEPA discouraging behaviors. No studies have evaluated training programs to influence policy specified staff behaviors and related changes in child activity in SDCs.Method:Four YMCA SDCs serving approximately 800 children/week participated in this no control group pre/post pilot study. Professional development training founded in the 5 Ms (Mission, Model, Manage, Monitor, Maximize) and LET US Play principles (lines; elimination; team size; uninvolved staff/kids; and space, equipment, and rules) was delivered to staff. Outcomes were staff promotion behaviors and child activity assessed via systematic observation instruments.Results:Twelve of 17 HEPA staff behaviors changed in the appropriate direction from baseline to postassessment with 5 behaviors reaching statistically significant changes. The percentage of girls and boys observed in moderate-to-vigorous physical activity increased from 15.3% to 18.3% (P > .05) and 17.9% to 21.2%, whereas sedentary behavior decreased from 66.8% to 59.8% and 62.3% to 53.6%, respectively.Conclusion:Evidence suggests that the professional development training designed to assist SDCs to meet the HEPA Standards can lead to important changes in staff behaviors and children’s physical activity.

Burnout and distress in Australian physician trainees: Evaluation of a wellbeing workshop

2019 ◽  
Vol 27 (3) ◽  
pp. 255-261 ◽  
Author(s):  
Carmen Axisa ◽  
Louise Nash ◽  
Patrick Kelly ◽  
Simon Willcock
Keyword(s):  
Alcohol Use ◽  
Statistical Significance ◽  
Intervention Group ◽  
Control Group ◽  
Depression Anxiety Stress Scale ◽  
Screening Criteria ◽  
Quality Of Life Scale ◽  
Life Scale ◽  
Workshop Intervention ◽  
And Control

Objective: To evaluate the effectiveness of a workshop intervention to promote wellbeing for Australian physician trainees using a randomized-controlled design. Methods: Participants were randomly assigned into intervention and control groups. The intervention group attended a half-day workshop. Outcome measures included depression anxiety stress scale, professional quality of life scale and alcohol use disorders identification test. Demographic and work/life factors were measured. Measurements were recorded at baseline, 3 and 6 months, and the workshop was evaluated by participants. Results: High rates of burnout (76%) and secondary traumatic stress (91%) were detected among study participants and around half met screening criteria for depression (52%), anxiety (46%) and stress (50%) at baseline. Workshop evaluations showed that participants agreed that the training was relevant to their needs (96%) and met their expectations (92%). There was a small reduction in alcohol use, depression and burnout in the intervention group compared with the control group at 6 months, but these changes did not reach statistical significance. Conclusion: High rates of psychological morbidity detected in the study suggest that physician trainees are a vulnerable group who may benefit from initiatives that promote wellbeing and changes in the workplace to reduce distress.

scholarly journals Empowering academics to be adaptive with eLearning technologies: An exploratory case study

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Helen Flavell ◽  
Courtenay Harris ◽  
Connie Price ◽  
Emma Logan ◽  
Sunila Peterson
Keyword(s):  
Professional Development ◽  
Technology Acceptance ◽  
Technology Use ◽  
Teaching Practice ◽  
Intervention Group ◽  
Ease Of Use ◽  
Control Group ◽  
Perceived Ease Of Use ◽  
Exploratory Case Study

This paper describes an exploratory case study investigating the capacity of a multidisciplinary approach to academic development, to empower adaptive responses to ongoing technological change impacting on teaching practice. A quasi-experimental design with an intervention group (n = 22) and a comparative control group (n = 7) was adopted. Pre and post online questionnaires were administered to participants in both groups to evaluate attitudes and experiences relating to technology use in teaching and learning. The questionnaires were adapted from the Technology Acceptance Model. Qualitative measurement of the intervention group’s experiences following the professional development was captured using semi-structured interviews, followed by two focus groups to confirm the interview findings. Results indicate that the professional development impacted positively on participants through significantly increased levels of confidence and perceived ease of use. Qualitative data indicated participants experienced cognitive, emotional, and/or practical changes during and/or following the professional development.

Developing School Staff Buy-In for Trauma-Informed Schools

2020 ◽  
pp. 359-372
Author(s):  
Courtney N. Baker ◽  
Julia M. Augenstern ◽  
Stephanie A. Moberg ◽  
Nyx Robey ◽  
Megan C. Saybe
Keyword(s):  
Educational Interventions ◽  
School Staff ◽  
Staff Attitudes ◽  
Key Factors ◽  
Childhood Experiences ◽  
Trauma Informed Care ◽  
Adverse Childhood ◽  
Professional Development Training ◽  
Trauma Informed ◽  
Research And Policy

Growing awareness of the prevalence and impact of adverse childhood experiences has spurred implementation, research, and policy on trauma-informed approaches in schools. School staff buy-in to trauma-informed schools (TIS) is an essential early step to building a schoolwide trauma-informed culture. Buy-in is developed by building knowledge and shifting attitudes through a full staff professional development training on trauma. Measuring school staff attitudes relevant to TIS can help ensure the effectiveness of TIS implementation. One available tool for this purpose is the Attitudes Related to Trauma-Informed Care (ARTIC) Scale. Even when school staff develop TIS-favorable attitudes after training, the TIS initiative can be difficult to maintain. Therefore, this chapter closes with a discussion of several key factors known to support the sustainability of complex educational interventions that can be incorporated into the TIS implementation plan.

Acupuncture Intervention in Ischemic Stroke: A Randomized Controlled Prospective Study

2012 ◽  
Vol 40 (04) ◽  
pp. 685-693 ◽  
Author(s):  
Peng-Fei Shen ◽  
Li Kong ◽  
Li-Wei Ni ◽  
Hai-Long Guo ◽  
Sha Yang ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Ischemic Stroke ◽  
Intervention Group ◽  
Control Group ◽  
Mean Values ◽  
Acupuncture Intervention ◽  
Significant Difference ◽  
Quality Of Life Scale ◽  
First Onset

Stroke is one of the most common causes of death and few pharmacological therapies show benefits in ischemic stroke. In this study, 290 patients aged 40–75 years old with first onset of acute ischemic stroke (more than 24 hours but within 14 days) were treated with standard treatments, and then were randomly allocated into an intervention group (treated with resuscitating acupuncture) and a control group (treated using sham-acupoints). Primary outcome measures included Barthel Index (BI), relapse and death up to six months. For the 290 patients in both groups, one case in the intervention group died, and two cases in the control group died from the disease (p = 0.558). Six patients of the 144 cases in the intervention group had relapse, whereas 34 of 143 patients had relapse in the control group (p < 0.001). The mean values for BI at six months were 70.25 ± 20.37 and 57.43 ± 19.61 for the two groups, respectively (p < 0.01). Acupuncture resulted in a significant difference between the two groups for the National Institute of Health Stroke Scale (NIHSS), not at two weeks (7.03 ± 3.201 vs. 8.13 ± 3.634; p = 0.067), but at four weeks (4.15 ± 2.032 vs. 6.35 ± 3.131, p < 0.01). The Chinese Stroke Scale (CSS) at four weeks showed more improvement in the intervention group than that in the control group (9.40 ± 4.51 vs. 13.09 ± 5.80, p < 0.001). Stroke Specific Quality of Life Scale (SS-QOL) at six months was higher in the intervention group (166.63 ± 45.70) than the control group (143.60 ± 50.24; p < 0.01). The results of this clinical trial showed a clinically relevant decrease of relapse in patients treated with resuscitating acupuncture intervention by the end of six months, compared with needling at the sham-acupoints. The resuscitating acupuncture intervention could also improve self-care ability and quality of life, evaluated with BI, NIHSS, CSS, Oxford Handicap Scale (OHS), and SS-QOL.

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