Poster #166 - Preparing Professionals to use ACEs in Their Work With Children and Families

• In Event: 2-110 - Poster Session 07
  In Poster Session: PS 07 Section - Prevention and Interventions

Integrative Statement

Adverse Childhood Experiences (ACEs) are associated with numerous long-term mental and physical health consequences (Kalmakis & Chandler, 2015; Oral, et al., 2015; Hughes, et al., 2017). Risks and consequences associated with ACEs have resulted in appeals for surveillance and screening of ACEs (Anda et al., 2008, Dong et al., 2004), as well as integration of trauma-informed care into a variety of professions (NASMHPD, 2011). Unfortunately, attention on ACEs has contributed to trauma approaches which focus on the past, deficits, and problems, neglecting attention to the future, strengths, and resilience (Leitch, 2017). This was the impetus for the development of Lemonade for Life (LFL), a trauma-informed, hope-infused, and resilience-focused professional development training program.

Since 2015, 1,279 people in Iowa, Kansas, Oklahoma, North Carolina, and Idaho have been trained through LFL. The training provides practical applications of the ACEs questionnaire, as well as tools for professionals to use with families for planning and follow-up. The program features a future-focused paradigm, stressing the importance of fostering hope, resilience and a growth mindset. LFL primarily trained early childhood family support (39.7%) and school-based professionals (19.6%), but numerous other professional backgrounds were represented.

Participants completed a three-hour online ACEs 101 module prior to the training and filled out a pre-training survey. Trainees then attended a six-hour in-person training. A 90-minute coaching call was provided six-weeks after the training to discuss roadblocks and challenges and to allow trainees who used LFL resources to share their experiences. A post-training survey and post-coaching call survey were given to participants beginning in November 2016. Surveys were used to collect data on participant demographics, experience with ACEs, hope, mindset, beliefs about people with high ACEs, and preparedness in using ACEs with families. The hope scale (Lopez, 2013) included 10 items which included questions covering participants' general hope, readiness to hope and hope contagion. Dweck's (2008) four-item personality mindset scale was used to measure participants' beliefs about the changeability of personality and character traits. Beliefs about people with high ACEs included items addressing the ability of people with high ACEs to change themselves or change the outcomes for their children. Participant preparedness to use ACEs included items on knowing: what to say, resources to provide, and how to explain the impact of ACEs on brain development.

LFL participants showed significant (p < .05) increases post-training in: knowledge of their ACEs score, self-reflection on their ACEs, comfortability talking with parents about ACEs, overall hope, mindset, preparedness to use ACEs with families, and the belief that people with high ACEs can change. Significant decreases in both mindset and preparedness to use ACEs were observed after the six-week coaching call compared to the date of training. About 90% of participants completed the pre-training survey; 75% completed the post-training survey; and 22% participated in the coaching call and completed the second post-training survey. Since coaching call participants experienced a significant drop in preparedness and mindset, it is evident that follow-up support is necessary after training. Strategies to retain engagement with trainees should be explored.

Authors

• Neil A. Rowe, University of Kansas
  Presenting Author

• Jessica Looze, University of Kansas
  Non-Presenting Author

• Rebecca J Gillam, University of Kansas
  Non-Presenting Author

• Jacqueline M Counts, University of Kansas
  Non-Presenting Author

• Michael Lemon, University of Kansas
  Non-Presenting Author