Article
Pediatrics
Meredithe McNamara, Rachel Cane, Yael Hoffman, Carol Reese, Alan Schwartz, Bradley Stolbach
Summary: The study demonstrated that an educational initiative and workshops can increase healthcare providers' understanding and comfort levels with trauma-informed care, leading to improved patient referrals to violence intervention programs. This closer relationship between pediatric hospitals and VIPs was associated with a change in practice patterns and improvement in comfort levels across all professional groups in the Five Points of TIC. Further research is needed to assess information retention and other patient care-related outcomes.
ACADEMIC PEDIATRICS
(2021)
Article
Nursing
Sarah Cilia Vincenti, Paulann Grech, Josianne Scerri
Summary: This study found that MHNs have limited knowledge of TIC but generally hold positive attitudes towards it. They often do not recognize traumatic histories as causes of challenging behavior. The familial relationships developed with clients on rehabilitation wards make it difficult for MHNs to maintain professional boundaries. Additionally, work-related traumas can hinder the provision of TIC.
JOURNAL OF PSYCHIATRIC AND MENTAL HEALTH NURSING
(2022)
Article
Green & Sustainable Science & Technology
Nisar Ahmed Dahri, Waleed Mugahed Al-Rahmi, Abeer S. Almogren, Noraffandy Yahaya, Muhammad Saleem Vighio, Qusay Al-Maatuok
Summary: This study addresses the challenges of providing professional development programs for teachers and proposes a mobile-based training certification framework that supports the integration of technology. The framework was piloted with positive results, indicating the effectiveness of mobile-based training in enhancing teachers' learning outcomes. The study recommends implementing the framework to improve teachers' professional development and bridge the gap between traditional training methods and the needs of modern-day educators. The study also highlights the potential of mobile-based training to improve student outcomes by developing teachers' knowledge and skills.
Article
Rehabilitation
Anastasia Liasidou
Summary: This article explores the concept of 'disability as trauma' and highlights the intertwined relationship between disability and trauma, emphasizing the need for a more comprehensive interpretative framework. It also suggests that policies and professional practices should take into account the relationship between disability and trauma.
DISABILITY & SOCIETY
(2023)
Article
Health Care Sciences & Services
Theresa Sophie Busse, Sven Kernebeck, Larissa Nef, Patrick Rebacz, Ilona Kickbusch, Jan Peter Ehlers
Summary: The majority of experts support care where people are supported by technology (Deep Care) and developed similar scenarios focusing on dignity-centeredness. Discussions then focused on necessary steps for implementation, emphasizing the need for developing eHealth competence in society, changing training for professional caregivers, and cross-sectoral concepts.
JOURNAL OF MEDICAL INTERNET RESEARCH
(2021)
Article
Geography
Michael N. DeMers, Joseph J. Kerski, Christopher J. Sroka
Summary: The authors evaluated an eight-year national professional development institute T3G, finding that it successfully equipped educators with GIS skills and knowledge to teach and communicate GIS concepts. The study also revealed changes in GIS technology and methods, as well as challenges and benefits of adopting GIS in education.
ANNALS OF THE AMERICAN ASSOCIATION OF GEOGRAPHERS
(2021)
Article
Psychology, Clinical
Robert Foltz, Aeysha Kaeley, Judy Kupchan, Andrew Mills, Katie Murray, Alexandra Pope, Hannah Rahman, Colin Rubright
Summary: Trauma-informed care is crucial for competent psychological services, but only a minority of clinical psychology doctoral students are required to take a course on this topic in their graduate curriculum.
PSYCHOLOGICAL TRAUMA-THEORY RESEARCH PRACTICE AND POLICY
(2023)
Article
Education, Special
Mia Chudzik, Catherine Corr, Kim Wolowiec Fisher
Summary: It is well known that trauma affects all aspects of child development, especially young children and children with disabilities. Implementing trauma-informed care can help mitigate the effects of trauma, but there is limited research on the professional development needs of early childhood special education (ECSE) teachers in this area. This qualitative study aimed to understand ECSE teachers' professional development needs related to trauma and trauma-informed care. Interviews with 18 ECSE teachers revealed a need for more training in working with families, implementing trauma-informed classroom strategies, and supporting children with disabilities who have experienced trauma.
JOURNAL OF EARLY INTERVENTION
(2023)
Article
Education & Educational Research
Douglas W. Ellison, Jennifer Walton-Fisette
Summary: This study explores the experiences and knowledge of 27 physical education teachers in the United States regarding trauma and trauma-informed practices. The findings reveal that teachers utilize four dimensions related to trauma-informed strategies. Despite lacking educational experience and professional training, the teachers demonstrate potential in working with students who have experienced trauma.
EUROPEAN PHYSICAL EDUCATION REVIEW
(2022)
Article
Education & Educational Research
Yudhi Arifani, Ruruh Mindari, Nur Hidayat, Awang Setiawan Wicaksono
Summary: This study investigates the fulfillment and issues of basic psychological needs in the context of blended professional training from the perspectives of in-service teachers and learners. Findings reveal that learners perceive a low fulfillment of relatedness and competence from in-service teachers, and suggest the need to address these issues in second language curriculum and teacher training programs.
INTERACTIVE LEARNING ENVIRONMENTS
(2023)
Article
Integrative & Complementary Medicine
Emmanuel Boselli, Jeremy Cuna, Franck Bernard, Laurent Delaunay, Claude Virot
Summary: Participation in a medical hypnosis training program was found to reduce levels of burnout among healthcare providers, including improvements in emotional exhaustion, depersonalization, and personal accomplishment. Physicians had higher levels of burnout compared to caregivers before training, but showed improvement after participating in the program.
COMPLEMENTARY THERAPIES IN CLINICAL PRACTICE
(2021)
Article
Social Sciences, Interdisciplinary
Xiaojiong Ding, Lei Wang, Lingshuai Kong
Summary: This study compares the impacts of teacher professional development (PD) programs located at different distances from the participants' workplaces, based on qualitative and quantitative data collected from the flagship National Teacher Training Project (NTTP) in China. It argues that local and nonlocal programs play different roles in teacher PD. Local programs facilitate teachers' mastery of context-specific knowledge and skills directly connected to subject teaching, while nonlocal programs are crucial for their long-term continuous professional development. Both types of programs are supplementary and teachers need access to both.
Article
Environmental Sciences
Shan Parker, Vicki Johnson-Lawrence
Summary: Dealing with trauma is crucial in public health work, but there is a lack of training for students in this area. This study explores the application of trauma-informed principles and terminology in public health coursework, aiming to enhance students' understanding and application of these principles in practice.
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
(2022)
Article
Education & Educational Research
Emily C. Brown, Agata Freedle, Nicole L. Hurless, Rebecca D. Miller, Claire Martin, Zori A. Paul
Summary: Children who experience trauma may face negative health and educational outcomes, and teachers play a critical role in recognizing and responding to their needs. However, teachers often encounter barriers such as high levels of stress and lack of preparation when implementing trauma-informed practices. Training programs can help increase teachers' knowledge and skills in handling trauma, ultimately benefiting both teachers and students.
Article
Psychology, Clinical
Michael Dennis, Amy Freeman, Andrew T. Olagunju
Summary: The purpose of this report is to promote the teaching and better knowledge of trauma informed care (TIC) among health professional learners. A virtual conference was organized to provide participants with lectures on various aspects of TIC, including historical, cultural, developmental/perinatal, intergenerational, and system-oriented sources. The report advocates for increased awareness and implementation of TIC principles in the training of health professionals.
PSYCHOLOGICAL TRAUMA-THEORY RESEARCH PRACTICE AND POLICY
(2023)
