Don't Sleep 9.41 instal the new for android12/23/2023 ![]() ![]() ![]() ![]() Neurodevelopmental science has demonstrated how exposure to childhood adversity such as abuse (i.e., sexual, physical, and psychological), neglect (i.e., physical, and emotional), household dysfunction (i.e., parental mental illness, substance misuse, domestic violence, and criminality) and adverse social environment categories such as bullying, discrimination, and socio-economic deprivation can significantly alter the child’s ability to engage with classroom activities (Bradshaw et al., 2012). 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. 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. Quantitative data was supplemented by qualitative focus group data. 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). The study utilised a quasi-experimental wait-list control pre-post intervention design to evaluate the efficacy of trauma-informed professional development training. ![]() 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. There is a paucity of research on whole-school trauma-informed approaches and most have methodological limitations via the absence of a control group. 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. However, teacher pre-service training programmes often offer inadequate instruction to meet the needs of trauma-impacted students. Students’ 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. ![]()
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