A Qualitative Study on the Learning Journey of Becoming Trauma-Informed

• In Event: Adult Literacy, Health, and Well-Being

Abstract

The trauma-informed movement has gained growing popularity and legislative support. It advances a robust range of adult education curricula and modalities designed to connect understandings of “NEAR science”--developmental neurobiology, epigenetics, ACEs, and resiliency. Yet it is unclear if adult NEAR education is effective. This qualitative interview study takes the first step, seeking to describe the experiential and transformational learning experiences of 10 professionals who have made significant strides in translating NEAR science into trauma-informed practices in their professional or civic work. Using thematic analysis, our preliminary finding reveals that participants experience a liberating sense of clarity through their learning, and that both emotions and reflection played important roles in powerful learnings and transformative shifts in perspectives and actions.

Authors

• Krista L. Goldstine-Cole, University of Montana

• Siwen Zhang Minero, University of Montana

• Laura Porter

• Robert Anda, ACE Interface

• James Caringi, University of Montana - Missoula

• Susan Miller

• Annabel Lovegrove, ANSR