TY - JOUR
T1 - Trauma-Informed Knowledge and Practices in School Psychology
T2 - A Pilot Study and Review
AU - Gubi, Aaron A.
AU - Strait, Julia
AU - Wycoff, Kirby
AU - Vega, Vanessa
AU - Brauser, Bracha
AU - Osman, Yael
N1 - Publisher Copyright:
© 2018, © 2018 Taylor & Francis Group, LLC.
PY - 2019/4/3
Y1 - 2019/4/3
N2 - Growing acknowledgement that adverse childhood experiences are widespread and can threaten healthy development has led to advocacy for schools to systematically incorporate trauma-sensitive practices and policies. While the background and training of school psychologists would seem to make them the ideal professionals to lead such work, little is known regarding their preparedness to engage in these school-based practices. The current pilot study examines the experiences, education and training, confidence and competence, current and desired roles, and perceived barriers and supports of school psychology trainers, trainees, and practitioners to engage in trauma-informed practices within schools. Results indicated that high majorities reported scant knowledge or competencies across domains of professional practice considered essential to trauma-informed care delivery. Findings and implications are discussed.
AB - Growing acknowledgement that adverse childhood experiences are widespread and can threaten healthy development has led to advocacy for schools to systematically incorporate trauma-sensitive practices and policies. While the background and training of school psychologists would seem to make them the ideal professionals to lead such work, little is known regarding their preparedness to engage in these school-based practices. The current pilot study examines the experiences, education and training, confidence and competence, current and desired roles, and perceived barriers and supports of school psychology trainers, trainees, and practitioners to engage in trauma-informed practices within schools. Results indicated that high majorities reported scant knowledge or competencies across domains of professional practice considered essential to trauma-informed care delivery. Findings and implications are discussed.
KW - complex trauma
KW - maltreatment
KW - PTSD
KW - school-based mental health services
KW - Trauma-informed care
UR - http://www.scopus.com/inward/record.url?scp=85059665190&partnerID=8YFLogxK
U2 - 10.1080/15377903.2018.1549174
DO - 10.1080/15377903.2018.1549174
M3 - Article
AN - SCOPUS:85059665190
SN - 1537-7903
VL - 35
SP - 176
EP - 199
JO - Journal of Applied School Psychology
JF - Journal of Applied School Psychology
IS - 2
ER -