Date Presented 03/28/20
Traumatic events are experienced by over 66% of children under age 16. This poster summarizes a study conducted regarding the presence of education relating to childhood trauma and trauma-informed practices in entry-level OT programs in the Midwest. The findings of this survey detail trends in program delivery, methods, and materials. This information may help programs revise curricula to incorporate this topic to prepare OT practitioners for working with this population.
Primary Author and Speaker: E. Ann Merrifield
Additional Authors and Speakers: Scott Truskowski
Contributing Authors: Brianna Kozel, Jaclyn Nicholson, Christina Yaldo
PURPOSE: Over two-thirds of children experience a traumatic event before they are 16 (Copeland, Keeler, Angold, & Costello, 2007) and recent studies have shown that childhood traumas continue to influence physical and mental health, decades after the events (Felitti et al., 1998). OTs must be aware of trauma-informed practices that may moderate the effects of trauma and promote well-being. The researchers question if there is an incorporation of childhood trauma education into entry-level occupational therapy programs in the Midwest.
DESIGN: This study used a non-experimental quantitative design through an online survey sent to 82 Midwestern entry-level occupational therapy program directors or their representatives. Accredited programs with graduates between 2018 and 2022 were identified through the AOTA website. Programs included associate, master, and doctoral level degrees.
METHOD: Results were collected and analyzed through Qualtrics and included respondent position, type of degree, inclusion of childhood trauma and trauma-informed practice in the curricula, commonly used materials and methods, and concurrently taught topics.
RESULTS: Twelve programs responded and all identified that childhood trauma was addressed in required courses. Out of 24 courses, pediatrics (42%) and mental health (29%) were the most commonly reported subjects to include trauma education. These also used the most varied methods and materials. Overall, lectures and journal articles were utilized most often while textbooks and speakers were least. Data regarding topics concurrently taught was also reported.
CONCLUSION: This study provides important information regarding current entry-level trauma education trends. The presence of trauma education in these courses by 100% of respondents shows an awareness of the importance of the topic and gives occupational therapy practitioners the ability to better meet the needs of their clients immediately after entering the field. Trauma is being integrated into pediatrics and mental health, but is not included in other subjects it may affect. Due to the emerging nature of trauma education, the lack of utilization of textbooks may reflect the lack of written academic content on the subject or the lack of substantial research from an occupational therapy lens.
References
Whiting, C. C. (2018). Trauma and the role of the school-based occupational therapist. Journal of Occupational Therapy, Schools, & Early Intervention, 11(3), 291-301. doi:10.1080/19411243.2018.1438327
Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., … Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. American Journal of Preventive Medicine, 14(4), 245-258. doi:10.1016/s0749-3797(98)00017-8
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. doi:10.3928/00485713-20050501-06
Oh, D. L., Jerman, P., Purewal Boparai, S. K., Koita, K., Briner, S., Bucci, M., & Harris, N. B. (2018). Review of tools for measuring exposure to adversity in children and adolescents. Journal of Pediatric Health Care, 32(6), 564-583. doi:10.1016/j.pedhc.2018.04.021
