Readiness to Change: A Pathway to the Adoption of Trauma-Sensitive Teaching
Creating a trauma-sensitive classroom requires a shift in perspective from viewing a student’s problematic behavior as a function of poor character to considering it contextually. However, a trauma-sensitive perspective may be insufficient for school staff to implement trauma-sensitive practices. Th...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2022-11-01
|
| Series: | Behavioral Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-328X/12/11/445 |
| _version_ | 1797465871229124608 |
|---|---|
| author | Megan A. Blanton Fallon J. Richie Jennifer Langhinrichsen-Rohling |
| author_facet | Megan A. Blanton Fallon J. Richie Jennifer Langhinrichsen-Rohling |
| author_sort | Megan A. Blanton |
| collection | DOAJ |
| description | Creating a trauma-sensitive classroom requires a shift in perspective from viewing a student’s problematic behavior as a function of poor character to considering it contextually. However, a trauma-sensitive perspective may be insufficient for school staff to implement trauma-sensitive practices. Theoretically, motivation, or readiness to change (R2C), is needed to adopt any new behavior. Therefore, the purpose of this study was to examine the role of R2C in the relation between attitudes related to trauma-informed care (ARTIC) and the adoption of trauma-sensitive practices in a school setting. The targeted elementary school primarily serves Black students (83%), living below the federal poverty line. All staff attended an in-service training about trauma-sensitive schools (TSS), in which trauma-sensitive strategies were modeled, and student-friendly, emotional regulation materials were provided. Teachers and staff (<i>n</i> = 40) were assessed one year after receiving the TSS training. Participants reported their ARTIC, R2C, and trauma-informed strategy adoption. Using PROCESS Model 4, R2C fully mediated the relation between ARTIC and reported use of specific trauma-sensitive classroom strategies (β = 0.19, bootstrapped SE = 0.12, 95% LLCI = 0.04, 95% ULCI = 0.49). Facilitating R2C is essential when implementing trauma-sensitive school strategies. System-wide policies that may help promote the uptake of trauma-sensitive practices are described. |
| first_indexed | 2024-03-09T18:28:42Z |
| format | Article |
| id | doaj.art-c4d72ded842b4a3b8eba8467b6eb951a |
| institution | Directory Open Access Journal |
| issn | 2076-328X |
| language | English |
| last_indexed | 2024-03-09T18:28:42Z |
| publishDate | 2022-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj.art-c4d72ded842b4a3b8eba8467b6eb951a2023-11-24T07:43:58ZengMDPI AGBehavioral Sciences2076-328X2022-11-01121144510.3390/bs12110445Readiness to Change: A Pathway to the Adoption of Trauma-Sensitive TeachingMegan A. Blanton0Fallon J. Richie1Jennifer Langhinrichsen-Rohling2Department of Psychology, University of South Alabama, Mobile, AL 36688, USADepartment of Psychological Science, University of North Carolina at Charlotte, Charlotte, NC 28223, USADepartment of Psychological Science, University of North Carolina at Charlotte, Charlotte, NC 28223, USACreating a trauma-sensitive classroom requires a shift in perspective from viewing a student’s problematic behavior as a function of poor character to considering it contextually. However, a trauma-sensitive perspective may be insufficient for school staff to implement trauma-sensitive practices. Theoretically, motivation, or readiness to change (R2C), is needed to adopt any new behavior. Therefore, the purpose of this study was to examine the role of R2C in the relation between attitudes related to trauma-informed care (ARTIC) and the adoption of trauma-sensitive practices in a school setting. The targeted elementary school primarily serves Black students (83%), living below the federal poverty line. All staff attended an in-service training about trauma-sensitive schools (TSS), in which trauma-sensitive strategies were modeled, and student-friendly, emotional regulation materials were provided. Teachers and staff (<i>n</i> = 40) were assessed one year after receiving the TSS training. Participants reported their ARTIC, R2C, and trauma-informed strategy adoption. Using PROCESS Model 4, R2C fully mediated the relation between ARTIC and reported use of specific trauma-sensitive classroom strategies (β = 0.19, bootstrapped SE = 0.12, 95% LLCI = 0.04, 95% ULCI = 0.49). Facilitating R2C is essential when implementing trauma-sensitive school strategies. System-wide policies that may help promote the uptake of trauma-sensitive practices are described.https://www.mdpi.com/2076-328X/12/11/445trauma-sensitive schoolsreadiness to changeattitudes related to trauma-informed care |
| spellingShingle | Megan A. Blanton Fallon J. Richie Jennifer Langhinrichsen-Rohling Readiness to Change: A Pathway to the Adoption of Trauma-Sensitive Teaching Behavioral Sciences trauma-sensitive schools readiness to change attitudes related to trauma-informed care |
| title | Readiness to Change: A Pathway to the Adoption of Trauma-Sensitive Teaching |
| title_full | Readiness to Change: A Pathway to the Adoption of Trauma-Sensitive Teaching |
| title_fullStr | Readiness to Change: A Pathway to the Adoption of Trauma-Sensitive Teaching |
| title_full_unstemmed | Readiness to Change: A Pathway to the Adoption of Trauma-Sensitive Teaching |
| title_short | Readiness to Change: A Pathway to the Adoption of Trauma-Sensitive Teaching |
| title_sort | readiness to change a pathway to the adoption of trauma sensitive teaching |
| topic | trauma-sensitive schools readiness to change attitudes related to trauma-informed care |
| url | https://www.mdpi.com/2076-328X/12/11/445 |
| work_keys_str_mv | AT meganablanton readinesstochangeapathwaytotheadoptionoftraumasensitiveteaching AT fallonjrichie readinesstochangeapathwaytotheadoptionoftraumasensitiveteaching AT jenniferlanghinrichsenrohling readinesstochangeapathwaytotheadoptionoftraumasensitiveteaching |