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...
Autores principales: | , , , , |
---|---|
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 |