Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students

Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students

Bibliographic Details
Main Author: Goodwin-Glick, Kelly L.
Language:English
Published: Bowling Green State University / OhioLINK 2017
Subjects:
Adult Education
Education
Education Policy
Educational Leadership
School Administration
Teacher Education
trauma-informed care
trauma-informed
K-12 schools
dispositions
retrospective survey design
leadership
professional development
childhood trauma
transformational learning
certified
classified
employees
staff
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1487245316067513
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spelling ndltd-OhioLink-oai-etd.ohiolink.edu-bgsu14872453160675132021-08-03T06:52:03Z Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students Goodwin-Glick, Kelly L. Adult Education Education Education Policy Educational Leadership School Administration Teacher Education trauma-informed care trauma-informed K-12 schools dispositions retrospective survey design leadership professional development childhood trauma transformational learning certified classified employees staff Childhood trauma is prevalent and has a profound impact on student learning, behaviors,social-emotional well-being (Perfect et al., 2016), physical health, relationships (Tishelman etal., 2010), and brain architecture (Perry, 2001). Trauma-informed care professional development(PD) within the school setting is a relatively new notion for school reform efforts (Craig, 2016);therefore, this study adds to the nascent literature.The purpose of this quasi-experimental retrospective study was to determine the extent towhich employees perceived that their knowledge, dispositions, and behaviors toward traumatizedstudents improved as a result of participation in a traditional and transformational PD. Certifiedand classified employees (n = 552) of one large, urban school district in Northwest Ohiocompleted the Trauma-Informed Care Dispositions Survey (TIC-DS). The TIC-DS contains 52closed-form and one open-ended survey item and is measured on a Likert scale. Survey itemswere selected from four existing instruments and modified into a retrospective pre/posttestdesign. The TIC-DS is a valid and reliable instrument: Cronbach’s alpha for the TIC-DS wasfound to be .960 on the retrospective pretest responses and .955 on the posttest responses, whichsuggests strong internal reliability.Data were analyzed using t-test of paired samples, t-test of independent samples, andANOVA. Three theoretical frameworks (trauma theory, transformational learning, anddispositions) were used as a lens to interpret study outcomes. Data analyses revealed thefollowing broad conclusions as a result of the TIC PD: 1) Significant gains in all sevensubscales. 2) Greater gains in Knowledge than Dispositions and Behaviors. 3) Females reportedsignificantly greater gains in Student-Centeredness and Total Dispositions than males. 4)Elementary (K-5) educators had significantly greater gains in five subscales and TotalDispositions than secondary (6-12) educators. 5) Employee classification and years ofemployment did not generate significant differences in subscale gains; however, subscale gainswere larger for classified than certified in all subscales except Empathetic Concern. 6) Classifiedemployee gains in learning, dispositions, and behavior were greater for the transformational andtraditional professional developments than participating in one or the other; therefore, employeesmay have greater gains from attending both types of sessions. 2017-03-20 English text Bowling Green State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1487245316067513 http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1487245316067513 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection NDLTD
language English
sources NDLTD
topic Adult Education
Education
Education Policy
Educational Leadership
School Administration
Teacher Education
trauma-informed care
trauma-informed
K-12 schools
dispositions
retrospective survey design
leadership
professional development
childhood trauma
transformational learning
certified
classified
employees
staff
spellingShingle Adult Education
Education
Education Policy
Educational Leadership
School Administration
Teacher Education
trauma-informed care
trauma-informed
K-12 schools
dispositions
retrospective survey design
leadership
professional development
childhood trauma
transformational learning
certified
classified
employees
staff
Goodwin-Glick, Kelly L.
Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students
author Goodwin-Glick, Kelly L.
author_facet Goodwin-Glick, Kelly L.
author_sort Goodwin-Glick, Kelly L.
title Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students
title_short Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students
title_full Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students
title_fullStr Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students
title_full_unstemmed Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students
title_sort impact of trauma-informed care professional development on school personnel perceptions of knowledge, dispositions, and behaviors toward traumatized students
publisher Bowling Green State University / OhioLINK
publishDate 2017
url http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1487245316067513
work_keys_str_mv AT goodwinglickkellyl impactoftraumainformedcareprofessionaldevelopmentonschoolpersonnelperceptionsofknowledgedispositionsandbehaviorstowardtraumatizedstudents
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