探索学校专业人员对童年创伤的定义
Amanda M Ferrara1, Carlomagno C Panlilio1, Christy Tirrell-Corbin2
1Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, 228 CEDAR Building University Park, Pennsylvania, PA 16802 USA.
Journal of child & adolescent trauma
|August 18, 2023
概括
学校专业人员对童年创伤有基本的知识,但理解不同. 专业发展应该解决现有的知识和误解,以更好地支持受创伤影响的学生.
科学领域:
- 童年创伤研究 儿童创伤研究
- 教育心理学教育心理学
- 学校社会工作在学校的社会工作.
背景情况:
- 学校专业人员对创伤的理解对于有效的学生支持至关重要.
- 关于学校专业人员如何在正式培训之外定义童年创伤的研究有限.
研究的目的:
- 探索学校专业人员对童年创伤的定义.
- 根据职业角色和教育水平,确定这些定义的变化.
主要方法:
- 对1271名学校专业人员对童年创伤的开放定义进行主题分析.
- 基平方测试的独立性,以检查角色和教育的差异.
主要成果:
- 五个主题出现了:影响,事件,解决方案,情绪反应和对创伤的缺乏知识.
- 定义往往侧重于一般的负面影响,而不是特定的领域.
- 职业角色和教育与创伤知识相关,表明儿童护理提供者和没有学士学位的人对理解的差距.
结论:
- 学校专业人员对创伤有基本的了解,但它并不统一全面.
- 未来的创伤知情专业发展应该根据专业人员的现有知识和误解进行调整.
- 解决这些知识差距对于支持弱势学生群体至关重要.
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