NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1085667
Record Type: Journal
Publication Date: 2015
Pages: 22
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1059-308X
Exploring a School-University Model for Professional Development with Classroom Staff: Teaching Trauma-Informed Approaches
Anderson, Elizabeth M.; Blitz, Lisa V.; Saastamoinen, Monique
School Community Journal, v25 n2 p113-134 2015
Schools serving communities with high rates of poverty face the profound challenge of meeting the needs of students who are often exposed to significant family and environmental stressors and trauma. Classroom staff are vital members of school communities who often work closely with students with the highest needs, but they are typically not provided with professional development opportunities to develop skills for social-emotional learning intervention. This study, conducted in three parts, describes (1) a needs assessment with classroom staff to determine their learning needs, (2) the development and implementation of a series of professional development workshops that incorporated findings from the needs assessment, and (3) post-workshop surveys and focus groups to assess the impact of the workshops and identify ongoing professional development needs. Findings include themes of continuing concern regarding learning, school climate, and the need to address stress and trauma in students' lives. Additionally, findings point to the workplace environment as creating barriers for classroom staff to implement new strategies and make use of the knowledge and skills gained in the workshops. Implications for building or enhancing a trauma-informed school community are discussed.
Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A