Examining Interdisciplinary Professional Development Around Trauma-Informed Approaches in Schools Using a Community-University Model

• In Event: 61.086 - Roundtable Session 21
  In Roundtable Session: 61.086-15 - New Directions in School/University Partnerships

Abstract

Incorporating trauma-informed approaches into school-based professional development is crucial in understanding how to respond to the diverse needs of today’s children who face staggering exposure to trauma, poverty, transience, and violence. This mixed methods study can be considered exemplary for its innovative practices within a broader goal of strengthening the pedagogical foundation for trauma-informed practices using an interdisciplinary, community-university model. Based on a rich database of surveys, interviews, and focus groups with teachers and other school personnel, findings suggest that although there is general agreement that trauma-informed approaches are critically important for improving child outcomes, there are several challenges. Building on these data, the authors provide an argument for interdisciplinary professional development around trauma-informed practices using a community-university model.

Authors

• Elizabeth McKendry Anderson, Binghamton University - SUNY

• Lisa Blitz, Binghamton University - SUNY

• Monique Saastamoinen, Binghamton University - SUNY