| Popis: |
As our understanding of the presentation and neurobiological underpinnings of childhood trauma grows, so too has our awareness of the critical role of schools in its prevention and intervention. With training in childhood development, case conceptualization, assessment, and treatment planning, specialized instructional support personnel (SISPs, i.e., school psychologists, school counselors, and school social workers) should be uniquely suited as leaders in both the delivery of trauma-based interventions and the movement toward school-wide, trauma-informed change. Limited research, however, has addressed the preparedness of this group to adequately take on these roles. This observational study examined SISP preparedness by surveying their attitudes, training, and confidence in the movement toward school-based, trauma-informed change. A sample of 105 school psychologists, school counselors, and school social workers from across the state of North Carolina completed the Attitudes Related to Trauma-Informed Care (ARTIC) scale and questions pertaining to their experiences and confidence in the delivery of school-based, trauma-informed services. Seven SISPs also participated in a follow-up, individual interview designed to capture perspectives missed from the initial, quantitative round of data collection. Overall favorable attitudes toward trauma-informed care indicate SISPs’ potential to effectively engage in school-based, trauma-informed approaches. Deficits in their reported training and confidence in trauma-focused intervention, however, raise concerns about their readiness to provide appropriate support for students with histories of trauma. Findings and implications regarding the graduate and professional training of SISPs are discussed. |
