The research related to adverse childhood experiences (ACEs) points to the need for greater trauma sensitivity and trauma-informed practices in K-12 schools. Although a popular trend, many counselors who work in or consult with schools are still learning specific approaches consistent with trauma-informed care. Understanding empirical research to evaluate trauma-informed care is also vital. This educational session will discuss current trauma-informed initiatives in schools, including evidence to support its use.
Participants will briefly review the history of and prominent research related to trauma informed care practices and understand its importance in professional counseling.
Participants will briefly review two models of trauma informed practice and how these approaches are applied in P-12 schools.
Participants will learn about the current results of a mixed method research study being implemented in five school districts in Colorado and sponsored by Kaiser Permanente. Qualitative results include themes identified in teacher and parent focus group interviews. Qualitative results include the impact on school administrators, impact on teachers, change in school climate, change in discipline referrals, etc. Because of the implementation of the trauma informed initiatives, there is an increase in parent and youth participation in social/emotional wellness programs, increase in teacher and staff self-care and participation in social/emotional professional development opportunities, and an increase in faculty and staff ability to identify signs and symptoms of trauma and adverse childhood experiences. Specific implications for school counselors and clinical mental health counselors who work in or consult with P-12 schools will be discussed. Participants will be asked to consider trauma informed practices, polices and procedures they would like to introduce or strengthen at their places of employment.
Edinboro Univeristy of PA (beginning August 2018)