Abstract
This poster describes an educational series on trauma-informed approaches (TIA) that increased confidence and knowledge among school-based OTPs. It serves as a model for attendees to develop awareness and training in TIA.
Primary Author and Speaker: Jasmine M. Tomlinson
Additional Authors and Speakers: Phyllis Simon, Patricia Precin
Despite increasing recognition of trauma-informed approaches (TIA) in school-based practice (Piller & Achord, 2022), there are limited effectiveness studies on TIA training among occupational therapy practitioners (OTPs) regarding confidence and application (McIntyre et al., 2019). This study examined effectiveness of continuing education (CE) courses on knowledge, confidence, and application of TIA among school-based OTPs. Participants (N = 25) were school-based OTPs recruited via social media, message boards, and email. Surveys included demographics, the Creating Trauma-Informed Care Environments: An Organizational Self-Assessment (CTICE), and pre- and post-feedback on TIA in practice. Quantitative data from pre- and post-surveys were analyzed using a Wilcoxon Signed Rank Test in SPSS to detect changes. CTICE responses were averaged to gauge TIA implementation readiness. Qualitative data from surveys were analyzed using grounded theory to explore attitudes towards TIA. Training comprised two virtual sessions: session 1 covered trauma basics, TIA principles, symptom recognition, screening, assessment, and intervention strategies; session 2 involved case study collaboration. Results indicated significant post-training improvements in confidence (z = -3.49, p < .001) and knowledge (z = -4.29, p < .001), but no significant change in application (z = 2.81, p = .106). Qualitative themes highlighted a need for more training to enhance application, increased post-training confidence, and heightened awareness of school-based practice. These findings highlight the demand for TIA training among school-based OTPs to increase implementation. CE influences self-perceived knowledge and confidence in TIA application, emphasizing the need for further education to integrate TIA effectively into practice.
McIntyre, E. M., Baker, C. N., Overstreet, S., & The New Orleans Trauma-Informed Schools Learning Collaborative. (2019). Evaluating foundational professional development training for trauma-informed approaches in schools. Psychological Services, 16(1), 95–102. https://doi-org.ezproxy.cul.columbia.edu/10.1037/ser0000312
Piller, A., & Achord, A. (2022). Defining Trauma-Informed Care in OT. The American Journal of Occupational Therapy, 76(Supplement_1), 7610505061p1–7610505061p1. https://doi.org/10.5014/ajot.2022.76s1-po61