Research Article
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Year 2021, Volume: 10 Issue: 1, 5 - 23, 30.04.2021

Abstract

References

  • Alisic, E., Bus, M., Dulack, W., Pennings, L., & Splinter, J. (2012). Teachers' experiences supporting children after traumatic exposure. Journal of Traumatic Stress, 25(1), 98–101. https://doi.org/10.1002/jts.20709
  • American Association of Colleges for Teacher Education Clinical Practice Commission (AACTE). (2018). A pivot toward clinical practice, its lexicon, and the renewal of educator preparation. Washington, D.C.: AACTE. Retrieved from https://aacte.org/professional-development-and- events/clinical-practice-commission-press-conference
  • Badanes, L. S., Dmitrieva, J., & Watamura, S. E. (2012). Understanding cortisol reactivity across the day at child care: The potential buffering role of secure attachments to caregivers. Early Childhood Research Quarterly, 27(1), 156–165. https://doi.org/10.1016/j.ecresq.2011.05.005
  • Baweja, S., Santiago, C. D., Vona, P., Pears, G., Langley, A., & Kataoka, S. (2016). Improving implementation of a school-based program for traumatized students: Identifying factors that promote teacher support and collaboration. School Mental Health: A Multidisciplinary Research and Practice Journal, 8(1), 120–131. https://doi-org.proxy.library.ohio.edu/10.1007/s12310-015- 9170-z
  • Bergin, C., & Bergin, D. (2009). Attachment in the Classroom. Educational Psychology Review, 21(2), 141–170. https://doi.org/10.1007/s10648-009- 9104-0
  • Bixler-Funk, A. M. (2018). Preservice teachers' perceptions of preparedness in supporting students who have experienced trauma [Doctoral dissertation, University of Kansas]. KU ScholarWorks.
  • Brunzell, T., Stokes, H., & Waters, L. (2019). Shifting teacher practice in trauma-affected classrooms: Practice pedagogy strategies within a trauma-informed positive education model. School Mental Health, 11(3), 600–614. https://doi.org/10.1007/s12310-018-09308-8
  • Burke Harris, N. (2018). The deepest well: Healing the long-term effects of childhood adversity. Mariner Books.
  • Buyse, E., Verschueren, K., Doumen, S., Van Damme, J., & Maes, F. (2008). Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate. Journal of School Psychology, 46(4), 367–391. https://doi.org/10.1016/j.jsp.2007.06.009
  • Cook, G. (2015). Responding to student trauma. Education Update, 57(12), 2–6.
  • Craig, S. E. (2016). Trauma-sensitive schools: Learning communities transforming children's lives, K-5. Teachers College Press.
  • Cunningham, A. E., Perry, K. E., & Stanovich, K. E. (2004). Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy. Annals of Dyslexia, 54, 139-167. doi: 10.1007/s11881-004- 0007-y
  • Fredriksen, K., & Rhodes, J. (2004). The role of teacher relationships in the lives of students. New Directions for Youth Development, 103, 45–54. https://doi.org/10.1002/yd.90
  • Garrick, A., Mak, A. S., Cathcart, S., Winwood, P. C., Bakker, A. B., & Lushington, K. (2017). Teachers' priorities for change in Australian schools to support staff wellbeing. The Asia-Pacific Education Researcher, 26(3–4), 117–126.
  • Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625–638. https://doi- org.proxy.library.ohio.edu/10.1111/1467-8624.00301
  • Hartman, S. L., Kennedy, C., & Brady, B. (2016). Graduate teaching fellowships as new teacher induction: School university partnerships' impact on teaching self-efficacy. School University Partnerships, 9(3), 171–187. https://www.researchgate.net/publication/316147801
  • Hobbs, C., Paulsen, D., & Thomas, J. (2019). Trauma-informed practice for pre-service teachers. In C. Hobbs, D. Paulsen, & J. Thomas, Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1435
  • Longaretti, L., & Toe, D. (2017). School leaders' perspectives on educating teachers to work in vulnerable communities: New insights from the coal face. Australian Journal of Teacher Education, 42(4), 1–18.
  • McInerney, M., & McKlindon, A. (n.d.). Unlocking the Door to Learning: Trauma- Informed Classrooms & Transformational Schools. 24.
  • National Council for Accreditation of Teacher Education (NCATE). (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Report of the Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning. Retrieved from http://www.ncate.org/LinkClick.aspx?fileticket=zzeiB1OoqPk%3D&tabid=7
  • Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13.https://doi.org/10.1177/1609406917733847
  • Office of Research, Ohio Development Services Agency. (2020). The Ohio poverty report. Retrieved from https://www.development.ohio.gov/files/research/p7005.pdf
  • Onchwari, J. (2010). Early childhood inservice and preservice teachers' perceived levels of preparedness to handle stress in their students. Early Childhood Education Journal, 37(5), 391–400. https://doi.org/10.1007/s10643-009-0361-9
  • O'Neill, L., Guenette, F., & Kitchenham, A. (2010). 'Am I safe here and do you like me?' Understanding complex trauma and attachment disruption in the classroom. British Journal of Special Education, 37(4), 190–197. https://doi.org/10.1111/j.1467-8578.2010.00477.x
  • Perry, B. D., Pollard, R. A., Blakley, T. L., Baker, W. L., & Vigilante, D. (1995). Childhood Trauma, the Neurobiology of Adaptation, and "Use-dependent" Development of the Brain: How "States" Become "Traits." Infant Mental Health Journal, 16(4), 271–291.
  • Pianta, R. C. (1999). Enhancing relationships between children and teachers. American Psychological Association.
  • Saldaña, J. (2009). The coding manual for qualitative researchers. SAGE Publications, INC.
  • Schwartz, E., & Davis, A. S. (2006). Reactive attachment disorder: Implications for school readiness and school functioning. Psychology in the Schools, 43(4), 471–479. https://doi.org/10.1002/pits.20161
  • Spilt, J. L., Vervoort, E., Koenen, A.-K., Bosmans, G., & Verschueren, K. (2016). The socio-behavioral development of children with symptoms of attachment disorder: An observational study of teacher sensitivity in special education. Research in Developmental Disabilities, 56, 71–82. https://doi.org/10.1016/j.ridd.2016.05.014
  • Statman-Weil, K. (2015). Creating trauma-sensitive classrooms. Young Children, 70(2), 1–14.
  • Stokes, H., & Brunzell, T. (2019). Professional Learning in Trauma Informed Positive Education: Moving School Communities from Trauma Affected to Trauma Aware. School Leadership Review, 14(2), 1–12.
  • van der Kolk, B. A. (2005). Developmental trauma disorder: Toward a rational diagnosis for children with complex trauma histories. PSYCHIATRIC ANNALS, 35(5), 401–408.
  • Walsh, K., Laskey, L., Mcinnes, E., & Mathews, B. (2011). Locating child protection in preservice teacher education. Australian Journal of Teacher Education, 36(7), 31–58. doi: 10.14221/ajte.2011v36n7.1

Teacher Candidates’ Perceptions of Preparedness of Teaching Students Who Experience Trauma

Year 2021, Volume: 10 Issue: 1, 5 - 23, 30.04.2021

Abstract

Within a Clinical Model of teacher preparation, teacher candidates spend sustained time in classrooms, where they are inevitably exposed to children who experience trauma. It is necessary that educators are prepared to support learners who experience trauma. The qualitative study analyzed two surveys from 15 early childhood teacher candidates to understand their perceived preparedness to support children who experience trauma. Results indicate that teacher candidates feel “somewhat” prepared to support children who experience trauma, but feel as though they need more education, training, and experience. Teacher candidates are concerned about not having the appropriate and effective supports and strategies to equitably support all children in the classroom. Respondents believe a seminar of school support personnel is beneficial to their preparation and recognized the value of collaborating with school-support colleagues.. Implications point to the need for teacher education programs to require coursework and opportunities for teacher candidates to learn about the biology of trauma and how trauma can impact behavior and functioning. Teacher education programs should embed trauma-sensitive education throughout program experiences.

References

  • Alisic, E., Bus, M., Dulack, W., Pennings, L., & Splinter, J. (2012). Teachers' experiences supporting children after traumatic exposure. Journal of Traumatic Stress, 25(1), 98–101. https://doi.org/10.1002/jts.20709
  • American Association of Colleges for Teacher Education Clinical Practice Commission (AACTE). (2018). A pivot toward clinical practice, its lexicon, and the renewal of educator preparation. Washington, D.C.: AACTE. Retrieved from https://aacte.org/professional-development-and- events/clinical-practice-commission-press-conference
  • Badanes, L. S., Dmitrieva, J., & Watamura, S. E. (2012). Understanding cortisol reactivity across the day at child care: The potential buffering role of secure attachments to caregivers. Early Childhood Research Quarterly, 27(1), 156–165. https://doi.org/10.1016/j.ecresq.2011.05.005
  • Baweja, S., Santiago, C. D., Vona, P., Pears, G., Langley, A., & Kataoka, S. (2016). Improving implementation of a school-based program for traumatized students: Identifying factors that promote teacher support and collaboration. School Mental Health: A Multidisciplinary Research and Practice Journal, 8(1), 120–131. https://doi-org.proxy.library.ohio.edu/10.1007/s12310-015- 9170-z
  • Bergin, C., & Bergin, D. (2009). Attachment in the Classroom. Educational Psychology Review, 21(2), 141–170. https://doi.org/10.1007/s10648-009- 9104-0
  • Bixler-Funk, A. M. (2018). Preservice teachers' perceptions of preparedness in supporting students who have experienced trauma [Doctoral dissertation, University of Kansas]. KU ScholarWorks.
  • Brunzell, T., Stokes, H., & Waters, L. (2019). Shifting teacher practice in trauma-affected classrooms: Practice pedagogy strategies within a trauma-informed positive education model. School Mental Health, 11(3), 600–614. https://doi.org/10.1007/s12310-018-09308-8
  • Burke Harris, N. (2018). The deepest well: Healing the long-term effects of childhood adversity. Mariner Books.
  • Buyse, E., Verschueren, K., Doumen, S., Van Damme, J., & Maes, F. (2008). Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate. Journal of School Psychology, 46(4), 367–391. https://doi.org/10.1016/j.jsp.2007.06.009
  • Cook, G. (2015). Responding to student trauma. Education Update, 57(12), 2–6.
  • Craig, S. E. (2016). Trauma-sensitive schools: Learning communities transforming children's lives, K-5. Teachers College Press.
  • Cunningham, A. E., Perry, K. E., & Stanovich, K. E. (2004). Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy. Annals of Dyslexia, 54, 139-167. doi: 10.1007/s11881-004- 0007-y
  • Fredriksen, K., & Rhodes, J. (2004). The role of teacher relationships in the lives of students. New Directions for Youth Development, 103, 45–54. https://doi.org/10.1002/yd.90
  • Garrick, A., Mak, A. S., Cathcart, S., Winwood, P. C., Bakker, A. B., & Lushington, K. (2017). Teachers' priorities for change in Australian schools to support staff wellbeing. The Asia-Pacific Education Researcher, 26(3–4), 117–126.
  • Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625–638. https://doi- org.proxy.library.ohio.edu/10.1111/1467-8624.00301
  • Hartman, S. L., Kennedy, C., & Brady, B. (2016). Graduate teaching fellowships as new teacher induction: School university partnerships' impact on teaching self-efficacy. School University Partnerships, 9(3), 171–187. https://www.researchgate.net/publication/316147801
  • Hobbs, C., Paulsen, D., & Thomas, J. (2019). Trauma-informed practice for pre-service teachers. In C. Hobbs, D. Paulsen, & J. Thomas, Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1435
  • Longaretti, L., & Toe, D. (2017). School leaders' perspectives on educating teachers to work in vulnerable communities: New insights from the coal face. Australian Journal of Teacher Education, 42(4), 1–18.
  • McInerney, M., & McKlindon, A. (n.d.). Unlocking the Door to Learning: Trauma- Informed Classrooms & Transformational Schools. 24.
  • National Council for Accreditation of Teacher Education (NCATE). (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Report of the Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning. Retrieved from http://www.ncate.org/LinkClick.aspx?fileticket=zzeiB1OoqPk%3D&tabid=7
  • Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13.https://doi.org/10.1177/1609406917733847
  • Office of Research, Ohio Development Services Agency. (2020). The Ohio poverty report. Retrieved from https://www.development.ohio.gov/files/research/p7005.pdf
  • Onchwari, J. (2010). Early childhood inservice and preservice teachers' perceived levels of preparedness to handle stress in their students. Early Childhood Education Journal, 37(5), 391–400. https://doi.org/10.1007/s10643-009-0361-9
  • O'Neill, L., Guenette, F., & Kitchenham, A. (2010). 'Am I safe here and do you like me?' Understanding complex trauma and attachment disruption in the classroom. British Journal of Special Education, 37(4), 190–197. https://doi.org/10.1111/j.1467-8578.2010.00477.x
  • Perry, B. D., Pollard, R. A., Blakley, T. L., Baker, W. L., & Vigilante, D. (1995). Childhood Trauma, the Neurobiology of Adaptation, and "Use-dependent" Development of the Brain: How "States" Become "Traits." Infant Mental Health Journal, 16(4), 271–291.
  • Pianta, R. C. (1999). Enhancing relationships between children and teachers. American Psychological Association.
  • Saldaña, J. (2009). The coding manual for qualitative researchers. SAGE Publications, INC.
  • Schwartz, E., & Davis, A. S. (2006). Reactive attachment disorder: Implications for school readiness and school functioning. Psychology in the Schools, 43(4), 471–479. https://doi.org/10.1002/pits.20161
  • Spilt, J. L., Vervoort, E., Koenen, A.-K., Bosmans, G., & Verschueren, K. (2016). The socio-behavioral development of children with symptoms of attachment disorder: An observational study of teacher sensitivity in special education. Research in Developmental Disabilities, 56, 71–82. https://doi.org/10.1016/j.ridd.2016.05.014
  • Statman-Weil, K. (2015). Creating trauma-sensitive classrooms. Young Children, 70(2), 1–14.
  • Stokes, H., & Brunzell, T. (2019). Professional Learning in Trauma Informed Positive Education: Moving School Communities from Trauma Affected to Trauma Aware. School Leadership Review, 14(2), 1–12.
  • van der Kolk, B. A. (2005). Developmental trauma disorder: Toward a rational diagnosis for children with complex trauma histories. PSYCHIATRIC ANNALS, 35(5), 401–408.
  • Walsh, K., Laskey, L., Mcinnes, E., & Mathews, B. (2011). Locating child protection in preservice teacher education. Australian Journal of Teacher Education, 36(7), 31–58. doi: 10.14221/ajte.2011v36n7.1
There are 33 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

M. Paige Mcclain 0000-0001-6435-3209

Publication Date April 30, 2021
Published in Issue Year 2021 Volume: 10 Issue: 1

Cite

APA Mcclain, M. P. (2021). Teacher Candidates’ Perceptions of Preparedness of Teaching Students Who Experience Trauma. Journal of Teacher Education and Educators, 10(1), 5-23.