Trauma-Informed Knowledge and Practices in School Psychology: A Pilot Study and Review

Document Type

Article

Publication Date

4-3-2019

Abstract

Growing acknowledgement that adverse childhood experiences are widespread and can threaten healthy development has led to advocacy for schools to systematically incorporate trauma-sensitive practices and policies. While the background and training of school psychologists would seem to make them the ideal professionals to lead such work, little is known regarding their preparedness to engage in these school-based practices. The current pilot study examines the experiences, education and training, confidence and competence, current and desired roles, and perceived barriers and supports of school psychology trainers, trainees, and practitioners to engage in trauma-informed practices within schools. Results indicated that high majorities reported scant knowledge or competencies across domains of professional practice considered essential to trauma-informed care delivery. Findings and implications are discussed.

Publication Title

Journal of Applied School Psychology

First Page Number

176

Last Page Number

199

DOI

10.1080/15377903.2018.1549174

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