Book Description

This explanatory sequential study examined and explored the understandings and perceptions a new cohort of K-12 teachers before and after they received Trauma Informed Care (TIC) training, which emphasized the prevention, recognition, and mitigation of secondary trauma (ST). TIC training is a requirement for all teachers. The study aimed at recognizing and managing trauma's ill effects for those who may be impacted by trauma. ST education is focused specifically on supporting caregivers who may indirectly experience trauma as a result of supporting those who have been traumatized. Though TIC is on the rise in the education sector, research indicates that ST education is rarely introduced. Therefore, this study sought to understand the experiences of new teachers as they prepare for the inherent challenges that they may face as caregivers to the 60-80% of US children who may be impacted by trauma. The significance of this study is underscored by the limited research on this subject despite the fact that teachers, as caregivers, are at a higher risk of experiencing ST, which can lead to secondary traumatic stress, depression, decreased job satisfaction, job abandonment and burnout. In order to determine the effectiveness of TIC training, which emphasized ST education as an intervention for new teachers, this mixed methods study analyzed quantitative and qualitative data collected in the form of pre-and post-test surveys and semi-structured interview transcripts. Then the combined data was examined to identify emerging themes. The findings revealed significant positive shifts in perceptions and increased proficiency. The results supported the recommendation that TIC Training, which emphasizes ST education, should be provided to all new teachers to better equip them for the challenges they may face as educators. Keywords: Childhood Trauma, Trauma Informed Care in Education, Secondary Trauma, Compassion Fatigue and Burnout in Educators, Secondary Trauma Education for Teachers