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From “What's wrong with you?” to “What happened to you?” Exploring the experiences of School Personnel implementing Trauma Informed Care.

Storm, Sally LU and Andersson, Claudia LU (2024) PSPR14 20241
Department of Psychology
Abstract
Childhood trauma significantly impacts lifelong physical and mental health and development. Early interventions enhance child resilience and mitigate trauma's long-term effects on wellbeing. One such intervention is educating adults significant in the child’s life to create a nurturing environment. Trauma-informed Care (TIC, in Swedish “Traumamedveten Omsorg”, TMO) is an intervention offered as a training program to school personnel. The current study explores school personnel’s perceptions and experiences with the TIC training program, particularly its perceived utility and influence in their daily practice and their trauma-informed care approach. Eight focus group interviews with 4-8 participants in each group were carried out. A... (More)
Childhood trauma significantly impacts lifelong physical and mental health and development. Early interventions enhance child resilience and mitigate trauma's long-term effects on wellbeing. One such intervention is educating adults significant in the child’s life to create a nurturing environment. Trauma-informed Care (TIC, in Swedish “Traumamedveten Omsorg”, TMO) is an intervention offered as a training program to school personnel. The current study explores school personnel’s perceptions and experiences with the TIC training program, particularly its perceived utility and influence in their daily practice and their trauma-informed care approach. Eight focus group interviews with 4-8 participants in each group were carried out. A reflexive thematic analysis resulted in the data being organized into the following main themes: Knowledge, Motivation and Ability, inspired by the Behavior Change Wheel. Findings identified frustration regarding lacking information about individual student trauma, variations in participant attitudes toward the theoretical components of TIC, and a desire for more practical interventions and support. TIC could benefit from addressing this frustration to support a sense of agency in the participants, along with tailoring the training program to the needs of the school personnel at each school. Another main finding was that challenges in implementation were largely attributed to organizational and structural factors. This study advocates for structural and organizational changes to support implementation. Future research could further explore participants’ individual beliefs and mechanisms related to implementation of TIC, the student perspective, and quantitative effects of the training program. (Less)
Abstract (Swedish)
Trauma i barndomen har en betydande inverkan på livslång fysisk och mental hälsa samt utveckling. Tidiga interventioner stärker barnets motståndskraft och mildrar traumans långsiktiga effekter på välbefinnandet. En sådan intervention går ut på att utbilda viktiga vuxna i barnets omgivning för att skapa en gynnsam miljö. Traumamedveten omsorg (TMO) är en intervention som erbjuds som ett utbildningsprogram till skolpersonal. Den aktuella studien utforskar skolpersonals uppfattningar och erfarenheter av TMO-utbildningen, särskilt dess upplevda nytta och användbarhet i skolpersonalens dagliga bemötande av potentiellt traumatiserade barn. I denna kvalitativa studie genomfördes åtta fokusgruppsintervjuer med 4–8 deltagare i varje grupp. En... (More)
Trauma i barndomen har en betydande inverkan på livslång fysisk och mental hälsa samt utveckling. Tidiga interventioner stärker barnets motståndskraft och mildrar traumans långsiktiga effekter på välbefinnandet. En sådan intervention går ut på att utbilda viktiga vuxna i barnets omgivning för att skapa en gynnsam miljö. Traumamedveten omsorg (TMO) är en intervention som erbjuds som ett utbildningsprogram till skolpersonal. Den aktuella studien utforskar skolpersonals uppfattningar och erfarenheter av TMO-utbildningen, särskilt dess upplevda nytta och användbarhet i skolpersonalens dagliga bemötande av potentiellt traumatiserade barn. I denna kvalitativa studie genomfördes åtta fokusgruppsintervjuer med 4–8 deltagare i varje grupp. En reflexiv tematisk analys resulterade i följande huvudteman: Kunskap, Motivation och Förmåga, inspirerad av ‘The Behavior Change Wheel’. Resultaten identifierade en frustration över bristen på information om trauma hos enskilda elever, variationer i deltagarnas attityder gentemot de teoretiska komponenterna i TMO, och en önskan om mer praktiska interventioner och stöd. TMO kan därför dra nytta av att adressera frustration och stödja deltagarnas känsla av handlingskraft, samt anpassa utbildningen efter behoven hos skolpersonalen på varje specifik skola. Ett annat huvudfynd var att svårigheter relaterade till implementeringen tillskrevs organisatoriska och strukturella faktorer. Studien förespråkar därför också strukturella och organisatoriska förändringar för att stödja implementeringen. Framtida forskning bör vidare utforska deltagarnas individuella övertygelser och mekanismer relaterade till implementering av TMO, utbildningen utifrån ett elevperspektiv samt de kvantitativa effekterna av utbildningen. (Less)
Please use this url to cite or link to this publication:
author
Storm, Sally LU and Andersson, Claudia LU
supervisor
organization
course
PSPR14 20241
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
Trauma, Children, Mental health, Adolescents, Trauma-Informed Care, School-personnel, Implementation, Childhood adversity, Barn, ungdomar, psykisk hälsa, traumamedveten omsorg, skolpersonal, implementering, svåra händelser i barndomen
language
English
id
9164095
date added to LUP
2024-06-17 10:21:09
date last changed
2024-06-17 10:21:09
@misc{9164095,
  abstract     = {{Childhood trauma significantly impacts lifelong physical and mental health and development. Early interventions enhance child resilience and mitigate trauma's long-term effects on wellbeing. One such intervention is educating adults significant in the child’s life to create a nurturing environment. Trauma-informed Care (TIC, in Swedish “Traumamedveten Omsorg”, TMO) is an intervention offered as a training program to school personnel. The current study explores school personnel’s perceptions and experiences with the TIC training program, particularly its perceived utility and influence in their daily practice and their trauma-informed care approach. Eight focus group interviews with 4-8 participants in each group were carried out. A reflexive thematic analysis resulted in the data being organized into the following main themes: Knowledge, Motivation and Ability, inspired by the Behavior Change Wheel. Findings identified frustration regarding lacking information about individual student trauma, variations in participant attitudes toward the theoretical components of TIC, and a desire for more practical interventions and support. TIC could benefit from addressing this frustration to support a sense of agency in the participants, along with tailoring the training program to the needs of the school personnel at each school. Another main finding was that challenges in implementation were largely attributed to organizational and structural factors. This study advocates for structural and organizational changes to support implementation. Future research could further explore participants’ individual beliefs and mechanisms related to implementation of TIC, the student perspective, and quantitative effects of the training program.}},
  author       = {{Storm, Sally and Andersson, Claudia}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{From “What's wrong with you?” to “What happened to you?” Exploring the experiences of School Personnel implementing Trauma Informed Care.}},
  year         = {{2024}},
}