Poster by: Negar Khodarahmi
Session: B | Time: 9:45AM – 10:00AM | Location: Room 200
The impact of trauma on young children cannot be understated. It not only affects their social, cognitive and emotional development but their ability to learn and thrive in academic environments (Shamblin, Graham, & Bianco, 2016; Fairbank & Fairbank, 2009; Ko et al., 2008). This can place a heavy burden on schools and teachers on how to best support their trauma-exposed students. Although research has established the positive effects of teacher-led interventions (Berger, Gelkopf, & Heineberg, 2012; Wolmer, Hamiel, & Barchas, 2011) many teachers do not feel competent in their abilities and training in providing optimal support for successful integration (Alisic, 2012; Alisic, Bus, Dulack, Pennings, & Splinter, 2012; Szente, Hoot, & Taylor, 2006). To date, few studies have addressed ECE teachers’ role in providing trauma support and. More research is needed to help give teachers the tools to provide effective and successful support to their trauma-exposed students. To address this population’s unique needs, the implementation of trauma-informed framework in school classrooms is crucial (Dorado, Martinez, McArthur, & Leibovitz, 2016; Paccione-Dyszlewski, 2016; Phifer & Hull, 2016). In this study an explanatory sequential mix methods approach will be taken in measuring BC ECE teachers’ confidence in their ability to apply trauma-informed practices through survey methods, then consulting with a smaller group of teachers with the intention of better understanding the more specific needs of these teachers.
The ultimate intention of this study is to address the importance of trauma-informed ECE classrooms and adequate teacher education in implementing such practices. The following research questions will be explored:
1) How do BC Early Childhood Education (ECE) Teachers report their ability in applying trauma-informed practice in their classrooms?
2) How do BC ECE Teachers report their preparedness in supporting trauma-exposed students?
Abstract: 609