Sustaining Trauma-Informed Practice Knowledge and Reducing Secondary Traumatic Stress in Novice Teachers: Year 1 of a Longitudinal Study

• In Event: Fairmont Roundtable Session Fifteen
  In Roundtable Session: Empirical Insights for Teacher Education and Professional Development (Table 9)

Abstract

This study highlights the first-year of a longitudinal study that uses Trauma-Informed Practice (TIP) Reflective Consultations (RC) and TIP Online Modules (OM) with 90 novice teachers (NT) across the U.S. This paper explores how these two interventions support NT in lowering secondary traumatic stress (STS) and sustaining TIP knowledge compared to the delayed treatment group. STS adversely affects attrition in other helping professions. Findings show that TIP RC and OM increase TIP knowledge in the intervention groups. Because of the large attrition of teachers in their initial years of teaching, identifying ways that mitigate possible sources of burnout and attrition is beneficial in building resiliency in educators by attending to STS and other TIP strategies early in their careers.

Authors

• Ofelia Castro Schepers, Purdue University
  Presenting Author

• Kathryn S. Young, Metropolitan State University of Denver
  Presenting Author

• Megan Brennan, Resilient Futures
  Presenting Author