Affiliation:
1. Department of Education and Human Services Lehigh University Bethlehem Pennsylvania USA
Abstract
AbstractStudies suggest that among children, adverse childhood experiences increase the risk of developing behavioral challenges in and out of the school environment. Rooted in distributed leadership, trauma‐leadership teams (TLTs) are a novel systems‐based intervention in which a team of educators deepens knowledge and works to implement trauma‐responsive policies and practices within the school community. The current study used a consensual qualitative research design to (a) understand the ways TLTs are created, (b) describe educators' perceived benefits and outcomes of these teams, and (c) describe how TLTs are applied in schools to improve trauma‐informed care practices. Additionally, the study highlights growth areas for TLT implementation. Domains from interviews include (1) Formation of TLTs; (2) Benefits and Outcomes of TLTs; (3) Trauma‐Responsive Competency; and (4) Growth Areas of TLT. Results suggest that TLT members view TLTs positively, offer insight into how TLTs are formed, and see benefits from TLTs within their school communities. Results also suggest areas for growth for TLTs.
Subject
Developmental and Educational Psychology,Education
Reference44 articles.
1. Teachers' perspectives on providing support to children after trauma: A qualitative study.
2. Guidelines for Prevention in Psychology.
3. American School Counselor Association (ASCA). (2022a). ASCA ethical standards for school counselors.Ethical Legal Responsibilities.https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf
4. American School Counselor Association (ASCA). (2022b). The school counselor and trauma‐informed practice.ASCA Position Statements.https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Trauma-Informed-Practice
5. Equity Issues in Parental and Community Involvement in Schools