Examining the Effect of a Trauma-Informed Care Group for Preservice Teachers

• In Event: AERA Roundtable Session 9
  In Roundtable Session: Counseling Topics Related to Training and Supervision Practices

Abstract

Trauma-informed care (TIC) has been ascendant in the discourse of pedagogy and classroom management. Emerging research indicates that TIC constitutes a valuable resource for educators amid interpersonal challenges in the classroom. Relatively little research has explored the utility of TIC training for pre-service teachers. This study is a quasi-experimental, mixed-methods research design involving a three-session online TIC training for pre-service teachers. Qualitative data were analyzed to determine what effect the group sessions have on participants' knowledge of TIC and their understanding of trauma in the classroom. Results from participants in the intervention group show a shift in attitudes related to TIC characterized by many factors including a deeper understanding of trauma and endorsement of biologically-informed skills for classroom use.

Authors

• Travis Bauer, University of Texas at Austin

• Sarah Kelton

• Christopher J. Mccarthy, The University of Texas at Austin