Cargando…

Homophily Effect in Trauma-Informed Classroom Training for School Personnel

A national shortage of youth mental health professionals necessitates training others (e.g., school staff) to help youth with behavioral and mental health issues. Professional training in trauma-informed classroom (TIC) practices could increase school staff’s awareness of adverse childhood experienc...

Descripción completa

Detalles Bibliográficos
Autores principales: Zickafoose, Alexis, Wingenbach, Gary, Haddad, Sana, Freeny, Jamie, Engels, Josephine
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9222887/
https://www.ncbi.nlm.nih.gov/pubmed/35742350
http://dx.doi.org/10.3390/ijerph19127104
_version_ 1784732985483853824
author Zickafoose, Alexis
Wingenbach, Gary
Haddad, Sana
Freeny, Jamie
Engels, Josephine
author_facet Zickafoose, Alexis
Wingenbach, Gary
Haddad, Sana
Freeny, Jamie
Engels, Josephine
author_sort Zickafoose, Alexis
collection PubMed
description A national shortage of youth mental health professionals necessitates training others (e.g., school staff) to help youth with behavioral and mental health issues. Professional training in trauma-informed classroom (TIC) practices could increase school staff’s awareness of adverse childhood experiences (ACEs). The purpose was to determine the effect of homophily on participants’ perceptions or knowledge of TIC training. Mental Health America of Greater Houston (MHAGH) offered TIC training from 2019 to 2020 to Texas educators (N ≈ 29,900) from nine school districts that experienced significant natural and human-made traumatic events. Proportional stratified random samples were selected based on trainer type (experts vs. peer trainers). Perception was measured with close-ended items on five-point scales. Knowledge was measured with content-specific questions. Independent t-tests and two-way ANOVA revealed no significant interaction effects (i.e., trainer and test type) and no differences existed in perception or knowledge by trainer type. TIC training can be equally effective when delivered by homophilous peers (i.e., school staff) and heterophilous experts (i.e., mental health experts). COVID-19 worsened the effects of ACEs and youth mental health issues. High-quality training will increase school staff’s use of TIC practices. MHAGH’s train-the-trainer model helps educators supporting youth affected by ACEs and other life stressors.
format Online
Article
Text
id pubmed-9222887
institution National Center for Biotechnology Information
language English
publishDate 2022
publisher MDPI
record_format MEDLINE/PubMed
spelling pubmed-92228872022-06-24 Homophily Effect in Trauma-Informed Classroom Training for School Personnel Zickafoose, Alexis Wingenbach, Gary Haddad, Sana Freeny, Jamie Engels, Josephine Int J Environ Res Public Health Article A national shortage of youth mental health professionals necessitates training others (e.g., school staff) to help youth with behavioral and mental health issues. Professional training in trauma-informed classroom (TIC) practices could increase school staff’s awareness of adverse childhood experiences (ACEs). The purpose was to determine the effect of homophily on participants’ perceptions or knowledge of TIC training. Mental Health America of Greater Houston (MHAGH) offered TIC training from 2019 to 2020 to Texas educators (N ≈ 29,900) from nine school districts that experienced significant natural and human-made traumatic events. Proportional stratified random samples were selected based on trainer type (experts vs. peer trainers). Perception was measured with close-ended items on five-point scales. Knowledge was measured with content-specific questions. Independent t-tests and two-way ANOVA revealed no significant interaction effects (i.e., trainer and test type) and no differences existed in perception or knowledge by trainer type. TIC training can be equally effective when delivered by homophilous peers (i.e., school staff) and heterophilous experts (i.e., mental health experts). COVID-19 worsened the effects of ACEs and youth mental health issues. High-quality training will increase school staff’s use of TIC practices. MHAGH’s train-the-trainer model helps educators supporting youth affected by ACEs and other life stressors. MDPI 2022-06-09 /pmc/articles/PMC9222887/ /pubmed/35742350 http://dx.doi.org/10.3390/ijerph19127104 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Zickafoose, Alexis
Wingenbach, Gary
Haddad, Sana
Freeny, Jamie
Engels, Josephine
Homophily Effect in Trauma-Informed Classroom Training for School Personnel
title Homophily Effect in Trauma-Informed Classroom Training for School Personnel
title_full Homophily Effect in Trauma-Informed Classroom Training for School Personnel
title_fullStr Homophily Effect in Trauma-Informed Classroom Training for School Personnel
title_full_unstemmed Homophily Effect in Trauma-Informed Classroom Training for School Personnel
title_short Homophily Effect in Trauma-Informed Classroom Training for School Personnel
title_sort homophily effect in trauma-informed classroom training for school personnel
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9222887/
https://www.ncbi.nlm.nih.gov/pubmed/35742350
http://dx.doi.org/10.3390/ijerph19127104
work_keys_str_mv AT zickafoosealexis homophilyeffectintraumainformedclassroomtrainingforschoolpersonnel
AT wingenbachgary homophilyeffectintraumainformedclassroomtrainingforschoolpersonnel
AT haddadsana homophilyeffectintraumainformedclassroomtrainingforschoolpersonnel
AT freenyjamie homophilyeffectintraumainformedclassroomtrainingforschoolpersonnel
AT engelsjosephine homophilyeffectintraumainformedclassroomtrainingforschoolpersonnel