Master of Arts
Trauma-and-violence-informed-care (TVIC) and its active and anti-oppressive lens, allows for a thorough understanding of traumatic experiences and the impacts these experiences have had on student behaviours (EQUIP Health Care, 2017). Giving preservice teachers education on how to employ TVIC, may help to shape their attitudes towards student mental health behaviours and feelings of self-efficacy in the classroom. Understanding student behaviours empowers teachers to create better connections with their students, resulting in the classroom being a safe space for all students (EQUIP Health Care, 2017). As part of the Bachelor of Education program at a large Canadian university, second year teacher candidates (N =248) were required to take a mandatory mental health course which focused on concepts of structural and interpersonal violence using a TVIC lens. Discussion forums, quizzes, videos, and case studies were used to engage preservice teachers with the knowledge and strategies in the course. Participants completed pre-post measures related to attitudes towards trauma informed care (ARTIC-25; Baker et al., 2016) and self-efficacy for inclusive teaching practices (TEIP; Sharma, Loreman & Forlin, 2011). Both the participant’s attitudes towards student mental health behaviours and their feelings of self-efficacy in the classroom increased significantly between the pre-and post-test administration. The findings support the inclusion of topics such as mental health as important to include in teacher education programs. Implications for teacher practice and student outcomes are discussed.
Keywords: trauma, structural violence, interpersonal violence, teacher education
Summary for Lay Audience
Trauma-and-violence-informed-care (TVIC) helps shape the way people understand traumatic experiences and respond to the impacts of these experiences (EQUIP Health Care, 2017). Oftentimes, children who have experienced traumatic events experience challenges in the classroom such as learning difficulties and behaviour management classroom (Blodget & Lanigan, 2018). There is a lack of teacher education and preparation surrounding these issues and as such, teachers are left ill-equipped to respond effectively to the needs of such children although positive relationships between students and teachers can help buffer some of the effects of trauma on the child (Canadian Federation of Teachers, 2011; Center on the Developing Child, 2007). Preservice teachers enrolled in a Bachelor of Education program at a large Canadian university were required to take a course which aimed to fill in these gaps of knowledge, and help teachers engage in TVIC, in order to help shape their attitudes towards student mental health behaviours and their own feelings of self-efficacy in the classroom. To examine the impact of the course on their learning, preservice teachers completed measures at the beginning and end of the course, looking at their attitudes towards trauma informed care (ARTIC-25; Baker et al., 2016) and self-efficacy for inclusive teaching practices (TEIP; Sharma, Loreman & Forlin, 2011). It was found that the course increased participant’s understanding of student behaviours and feelings of self-efficacy in the classroom. This demonstrates the need and importance for further education in these areas provided to teachers, as positive student-teacher relationships can often work to lessen the impacts of trauma for children, helping them succeed (Center on the Developing Child, 2007).
Amico, Christina, "Providing Trauma and Violence Informed Care to Preservice Teachers: A look into perceived behaviours and self-efficacy when working with children impacted by interpersonal and structural violence" (2020). Electronic Thesis and Dissertation Repository. 6881.