Trauma-Informed Teaching: Professional Development for School Staff

Trauma is defined as a response to a negative event that includes both an emotional and physiological component. Two thirds of children experience some form of a traumatic event by the age of 16 (Cavanaugh, 2016). Many youth with disabilities, particularly emotional and behavioral, have experienced trauma and show visible signs of difficulty in the classroom (Cavanaugh, 2016). Trauma-informed schools take a strengths-based approach and focus on building safe, positive environments and relationships. Research has provided evidence that a trauma-informed approach can be instrumental in supporting positive outcomes of children exposed to trauma, but school staff feel ill-equipped to support these students (Maring & Koblinsky, 2013). Thus, professional development within this area is necessary and beneficial. Four professional development trainings were delivered to school staff working with at-risk students to address: a) the impact of trauma on student learning, b) requirements to build positive student-faculty relationships, c) elements needed for classrooms to be characterized by feelings of safety, and d) how to support staff burnout and compassion fatigue. The Attitudes Related to Trauma Informed Care (ARTIC) and Professional Quality of Life Scale (PROQOL) were used to measure staff’s attitudes about trauma-informed instruction. The current study discusses the results of these measures as well as recommendations for school teams. Keywords: childhood trauma, trauma-informed, professional development, special education, alternative educatio

Trauma-Informed Programming for Incarcerated Youth

According to the National Child Traumatic Stress Network (n.d.) “…more than 80% of justice-involved youth report experiencing trauma, with many having experienced multiple, chronic, and pervasive interpersonal traumas.” Justice-involved youth at the Academic Institute -- a school within Allegheny County Jail (ACJ) that is tasked with educating children who are incarcerated at the facility -- sought guidance on how to support youth who have a history of trauma. The curriculum from The National Child Traumatic Stress Network called ‘Complex Trauma: A Guide for Youth and Those Who Care About Them’ was implemented with 25 students in small groups. Psychoeducational materials and activities addressed the definitions and personal responses of individuals who have been exposed to complex trauma. The program also addresses how trauma impacts these youth’s functioning, ways youth cope, and how to improve life after experiencing trauma. The student’s personal knowledge of the physical and mental health impact of trauma was measured. Art therapy was integrated into the modules to expand opportunities for therapeutic expressions. Student progress and counselor’s perceptions of the usefulness of the program are presented