School Counselor Perceptions and Knowledge of Trauma-Informed Practices

Abstract

This study explored school counselors’ perceptions and knowledge of trauma-informed practices, self-efficacy in promoting these practices, and the extent to which school counseling programs provided relevant training. A majority of participants believed they were not sufficiently prepared in their school counseling programs. The culturally responsive, trauma-informed educator identity framework outlines knowledge and skills needed to promote trauma-informed practices, such as the need for ongoing self-reflection. I discuss implications for school counselors and school counseling programs.