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Berger E, O’Donohue K, La C, Quinones G, Barnes M. Early Childhood Professionals’ Perspectives on Dealing with Trauma of Children. SCHOOL MENTAL HEALTH 2023. [DOI: 10.1007/s12310-022-09551-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/16/2023]
Abstract
AbstractChildhood trauma is a significant concern in Australia and internationally. Professionals working in the early childhood education sector (i.e., providing early childhood education and care to infants, toddlers, and children from birth to age eight) are positioned to provide valuable support for children affected by trauma. However, there is less research on early childhood professionals’ perspectives and experiences of supporting trauma-exposed children compared to other education professionals (e.g., primary and secondary school teachers). This study explored early childhood professionals’ perspectives and experiences in relation to supporting children exposed to trauma. Semi-structured interviews were conducted with 14 early childhood professionals in Victoria, Australia, and data were analysed using thematic analysis. The findings illustrate that while educators develop valuable skills and experience growth from supporting trauma-exposed children and their families, they also experience emotional distress and challenges. Educators noted that there are limited professional development opportunities to learn about childhood trauma, and limited access to qualified and knowledgeable staff who can help them when supporting these learners. Implications from this study emphasise the importance of designing and delivering trauma-based professional learning opportunities and policies for early childhood educators.
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Prout JT, Moffa K, Bohnenkamp J, Cunningham DL, Robinson PJ, Hoover SA. Application of a Model of Workforce Resilience to the Education Workforce: Expanding Opportunities for Support. SCHOOL MENTAL HEALTH 2022; 15:1-14. [PMID: 36530447 PMCID: PMC9741756 DOI: 10.1007/s12310-022-09560-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/22/2022] [Indexed: 12/14/2022]
Abstract
The current study analyzed 502 responses from members of the education workforce on the Resilience at Work (RAW) scale and other measures of health and job satisfaction as part of an initiative offering training and technical assistance to support student and staff well-being. A latent profile analysis using scores on components of the RAW identified three resilience profiles: lower, moderate, and higher capacities for resilience. Profiles were differentiated across components related to resilience capacity including alignment of work and personal values, level of social support, and ability to manage stress. Differences between profiles were observed across days of poor physical health, days of poor mental health, days of activity restriction, general health rating, and domains of burnout, compassion satisfaction, and secondary traumatic stress. These findings reinforce calls to support the education workforce through changes that allow access to meaningful work, an evaluation of demands including workload, relevant training on emotional wellness, positive experiences, connections with others, and stress management.
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Affiliation(s)
- Joanna T. Prout
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, National Center for School Mental Health, University of Maryland School of Medicine, 737 West Lombard Street, 4th Floor, Baltimore, MD 21210 USA
| | - Kathryn Moffa
- Department of Psychiatry and Behavioral Sciences, Boston Children’s Hospital Neighborhood Partnerships, Boston Children’s Hospital, Boston, MA USA
| | - Jill Bohnenkamp
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, National Center for School Mental Health, University of Maryland School of Medicine, 737 West Lombard Street, 4th Floor, Baltimore, MD 21210 USA
| | - Dana L. Cunningham
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, National Center for School Mental Health, University of Maryland School of Medicine, 737 West Lombard Street, 4th Floor, Baltimore, MD 21210 USA
| | - Perrin J. Robinson
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, National Center for School Mental Health, University of Maryland School of Medicine, 737 West Lombard Street, 4th Floor, Baltimore, MD 21210 USA
| | - Sharon A. Hoover
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, National Center for School Mental Health, University of Maryland School of Medicine, 737 West Lombard Street, 4th Floor, Baltimore, MD 21210 USA
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