9. TRAUMA-INFORMED EDUCATION, TRAINING, AND PROFESSIONAL DEVELOPMENT

2017 ◽  
pp. 142-158
Keyword(s):  
Professional Development ◽  
Trauma Informed ◽  
Education Training

scholarly journals Staff Development as an Imperative Avenue in Ensuring Quality: The Experience of Adama University

2012 ◽  
Vol 2012 ◽  
pp. 1-17
Author(s):  
Yilfashewa Seyoum
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Development Program ◽  
Relevant Information ◽  
University Education ◽  
Staff Members ◽  
Program Coordinators ◽  
Education Training ◽  
Teachers Professional Development ◽  
The University

All endeavors were devoted to investigate the views and feelings of stakeholders on the implementation of teachers’ professional development and its contribution to sustain academic programs quality at Adama University. A case study that constitutes qualitative and quantitative method was employed. In an attempt to achieve the objectives of the study, evidences were collected from students, staff members, professional development program coordinators, and management bodies. The data-collecting instruments for obtaining relevant information were questionnaires, interview, observation, and document analysis. The finding in relation to this study uncovers the fact that though continuous professional development has been perceived as the most useful avenue of teachers continuous and lifelong learning, for the most part, it is relegated to adhoc committees or interested group or institutional units in the system of university education/training. Moreover, the absence of PDP in the university organizational structure, clear mission and vision, defined and well-articulated policy, strategic plan, representatives in university senate meetings, adequate resources, well-identified and -preserved training facilities, and unit library were circumstances that in one way or another negatively affected the provision of effective professional development programs/trainings that may have adverse effect in the deliberation of quality education/training in Adama University.

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.

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