Trauma and Violence-Informed Care: Evaluating the Impact on Teacher Candidate Attitudes and Intended Responses Towards Problem Behaviour of Students Affected by Trauma
Abstract
Teachers have an important role in their student’s lives (Brunzell, Waters, & Stokes, 2015). It is important that pre-service teachers are provided with knowledge and skills to best support students that may be affected by trauma or systemic inequity, and to consider problem behaviour through an informed lens. Trauma and violence-informed care (TVIC) teaching practices are universally beneficial and necessary for students healing with the after effects of trauma and structural violence. In this program evaluation, 318 teacher candidates completed an online mental health literacy course including TVIC knowledge and skills. Participants’ attitudes related to trauma and their intended behavioural responses towards problem behaviour were examined before and after completion of the course. A repeated measures multivariate analysis of variance demonstrated a positive shift in attitudes and intended behavioural responses towards a more trauma and violence-informed lens. Implications for teacher education are discussed, and future areas of research are considered.