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.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |