Developing Trauma-Informed Teachers: A Preservice Approach to Mitigating Secondary Traumatic Stress

• In Event: Educator Trauma and Well-Being

Abstract

This study highlights the efforts and findings of the second year of a longitudinal study that informs the inclusion and integration of Trauma-Informed Practices (TIP) into University A. The purpose of this paper is to identify how TIP integration impacts secondary traumatic stress (STS) in pre-service educators. STS has been found to have adverse effects on burnout and attrition in other helping professions. Researchers survey all students in the last two semesters of their pre-service education curriculum at UA. The population includes students who attended optional TIP seminars, those who did not, and students who experienced various amounts of TIP integration into coursework. Pilot study findings indicate that attending multiple TIP seminars decreases levels of STS in pre-service educators.

Authors

• Ofelia Schepers, Metropolitan State University of Denver

• Kathryn S. Young, Metropolitan State University of Denver