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The Childhood Trauma and Attachment Gap in Speech-Language Pathology: Practitioner's Knowledge, Practice, and Needs
Anna C Rupert1,2, Diane E Bartlett2
1Department of Speech-Language Pathology, University of Toronto, Ontario, Canada.
American Journal of Speech-Language Pathology
|November 12, 2021
Summary
Speech-language pathology practitioners recognize childhood trauma
Area of Science:
- Speech-language pathology
- Developmental psychology
- Trauma studies
Background:
- Childhood trauma and attachment significantly impact communication development.
- Understanding these impacts is crucial for early intervention.
- Speech-language pathologists (SLPs) are key professionals in early childhood development.
Purpose of the Study:
- To assess SLP practitioners' knowledge, beliefs, and practices concerning developmental trauma and attachment.
- To identify gaps in training and current practices among SLPs working with young children.
- To explore the perceived relevance of trauma and attachment to communication development.
Main Methods:
- An online survey was distributed to 97 SLP practitioners in Canada.
- Participants primarily worked with children aged 0-6 years.
- Quantitative (univariate, bivariate) and qualitative (thematic analysis) methods were employed.
Main Results:
- SLPs adapt practices when aware of a child's trauma history.
- Practitioners report insufficient training and a narrow understanding of trauma and attachment.
- There is a lack of standardized practices for obtaining trauma history and inconsistent application of trauma-informed approaches.
Conclusions:
- SLP practitioners should be involved in early trauma identification and trauma-informed care.
- Enhanced training is needed to support SLPs in identifying and responding to early childhood trauma.
- Service systems require adjustments to better support children and families affected by trauma.
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