学校社会工作者关于创伤信息和非创伤信息学校政策和实践差异的报告
Kate R Watson1, Ron Avi Astor1,2, Gordon P Capp3
1Luskin School of Public Affairs, University of California, Los Angeles, CA 90095, USA.
Behavioral sciences (Basel, Switzerland)
|November 27, 2024
概括
创伤知情学校主要依赖于培训和二次创伤性压力资源. 未来的努力应专注于更广泛的组织政策和实践,以在教育中提供有效的创伤信息护理.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 社会工作 社会工作 社会工作
背景情况:
- 在教育环境中,越来越多地采用创伤知情方法.
- 了解定义这些学校的具体政策和做法至关重要.
研究的目的:
- 从学校社会工作者的角度探索创伤信息化的学校实践和政策.
- 确定与学校被确定为创伤信息相关的关键预测因素.
主要方法:
- 分析了美国学校538名学校社会工作者的调查数据.
- 使用后勤回归来检查学校实践/政策与创伤信息识别之间的关联.
主要成果:
- 只有创伤训练和二次创伤性压力资源能够显著预测学校被认定为受创伤影响的学校.
- 许多其他潜在的计划和政策并不是关键预测因素.
结论:
- 目前的创伤知情学校方法高度强调培训和二次创伤性压力支持.
- 建议包括将重点扩大到组织层面的做法和政策,并调查与学校安全措施的潜在冲突.
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