Trauma-Informed Practice: A Self-Study Examining the Readiness of Pre-Service Early Years Professionals
Saved in:
| Title: | Trauma-Informed Practice: A Self-Study Examining the Readiness of Pre-Service Early Years Professionals |
|---|---|
| Language: | English |
| Authors: | Tina Bonnett, Elizabeth Gould, Courtney Gratton, Sumera Malik, Jenna Zinck |
| Source: | Journal of Early Childhood Teacher Education. 2024 45(1):118-136. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Higher Education Postsecondary Education |
| Descriptors: | Trauma, Preschool Teachers, Preschool Education, Teacher Attitudes, Preservice Teacher Education, Educational Practices, Preservice Teachers, Course Content, Teacher Education Curriculum, Knowledge Base for Teaching, Student Attitudes, Foreign Countries |
| Geographic Terms: | Canada |
| DOI: | 10.1080/10901027.2023.2257147 |
| ISSN: | 1090-1027 1745-5642 |
| Abstract: | Childhood psychological trauma is currently gleaning attention in many fields of study. Subsequently, Trauma-Informed Practice (TIP) is becoming integral to many organizations that service children and families. A gap, however, is noted in literature between this approach to practice and pre-service early years professionals who study to work in care and education settings as either early childhood educators or teachers. Furthermore TIP, using Self-Study (SS) methodology, is deficient in literature. Thus, a Self-Study was enacted by four pre-service early years professionals, in their fourth and final year of their degree, to investigate their preparedness to employ TIP in their work post-graduation. A Critical Friend, versed in this topic, engaged in this study as this is habitual to SS methodology. Findings of this research convey that TIP is covertly addressed in course content, indicating that this area of pedagogy requires more explicit attention in pre-service curriculum. Outcomes of this study also illuminate the urgency for early years professionals to address their own adverse experiences so that they are situated to cultivate attuned and responsive trauma-informed climates in their pedagogical practice. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1418436 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHzV2X4-VCc6chvZfK9GBpmAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDA6x8IQ1aJXSjpbbJQIBEICBmpkq90Vx_rNfzbpVr8PcIDgjYe7BugWc6UJMiWFhqaLzahwZa0Aajob8UbgBbmx7b5QZiOiCEyqHoYtNYbEPsYV4emrj3mDB7ppAExDOg6HUkeel0oJXKKP86H06i9ejbadQOwXeS6Eg6gYOwqWVEQqvdy36nD4doDy_xeyKATpyE8ab3vl45Nhx61z_82qa7KKUcr3beGTQ6hQ= Text: Availability: 1 Value: <anid>AN0176244747;[15u7]01jan.24;2024Mar28.03:53;v2.2.500</anid> <title id="AN0176244747-1">Trauma-informed practice: A self-study examining the readiness of pre-service early years professionals </title> <p>Childhood psychological trauma is currently gleaning attention in many fields of study. Subsequently, Trauma-Informed Practice (TIP) is becoming integral to many organizations that service children and families. A gap, however, is noted in literature between this approach to practice and pre-service early years professionals who study to work in care and education settings as either early childhood educators or teachers. Furthermore TIP, using Self-Study (SS) methodology, is deficient in literature. Thus, a Self-Study was enacted by four pre-service early years professionals, in their fourth and final year of their degree, to investigate their preparedness to employ TIP in their work post-graduation. A Critical Friend, versed in this topic, engaged in this study as this is habitual to SS methodology. Findings of this research convey that TIP is covertly addressed in course content, indicating that this area of pedagogy requires more explicit attention in pre-service curriculum. Outcomes of this study also illuminate the urgency for early years professionals to address their own adverse experiences so that they are situated to cultivate attuned and responsive trauma-informed climates in their pedagogical practice.</p> <p>The prevalence of psychological trauma and associated contributors, symptomology, longitudinal adverse outcomes, and intervention modalities are well established within research. Foundational to this is the quest to curtail trauma symptoms and support recovery (Butler, Critelli, &amp; Rinfrette, [<reflink idref="bib10" id="ref1">10</reflink>]; Forkey et al., [<reflink idref="bib26" id="ref2">26</reflink>]). Also central to this domain of research is the aim to interrupt intergenerational trauma, which transpires when traumatic effects travel across generations without direct contact with the original harmful event(s) (Isobel, McCloughen, Goodyear, &amp; Foster, [<reflink idref="bib41" id="ref3">41</reflink>]; Yehuda &amp; Lehrner, [<reflink idref="bib93" id="ref4">93</reflink>]). Consequently, Trauma-Informed Practice (TIP) is steadily becoming innate to organizations that are human service-orientated (Bloom &amp; Farragher, [<reflink idref="bib4" id="ref5">4</reflink>]; Goodman et al., [<reflink idref="bib30" id="ref6">30</reflink>]; Hales, Kusmaul, &amp; Nochajski, [<reflink idref="bib33" id="ref7">33</reflink>]). Gaps continue to exist in this domain of study, however, including understandings of psychological trauma in young children which has been growing at a sluggish rate (Miller &amp; Flint-Stipp, [<reflink idref="bib61" id="ref8">61</reflink>]; Nicholson, Perez, &amp; Kurtz, [<reflink idref="bib64" id="ref9">64</reflink>]). Deepening this is a noticeable shortcoming of trauma-informed training for those who work with children (Douglass, Chickerella, &amp; Maroney, [<reflink idref="bib22" id="ref10">22</reflink>]; Gheradi, Garcia, &amp; Stoner, [<reflink idref="bib28" id="ref11">28</reflink>]; Miller &amp; Santos, [<reflink idref="bib62" id="ref12">62</reflink>]). Problematic is that this phenomenon translates to pre-service post-secondary programs that ready emerging early years professionals to work in the education and care sector (McKee &amp; Dillenburger, [<reflink idref="bib60" id="ref13">60</reflink>]; Miller &amp; Flint-Stipp, [<reflink idref="bib61" id="ref14">61</reflink>]), resulting in a host of undesirable implications for both children and the professionals who work alongside them (Foreman &amp; Bates, [<reflink idref="bib25" id="ref15">25</reflink>]; Parker, Olson, &amp; Bunde, [<reflink idref="bib67" id="ref16">67</reflink>]). Subsequently, a qualitative Self-Study was conducted to investigate the learning experiences of pre-service professionals in an Honours Early Childhood Leadership Degree in Ontario, Canada. Findings of this study ascertain that more robust preservice trauma-informed training is needed for those who study to work with children. Outcomes of this research also point to the necessity for preservice early years professionals to reflect on, and address if needed, their own histories of adversity so that they can enter their career with the capacity to care for themselves, children, and families.</p> <hd id="AN0176244747-2">Literature review</hd> <p></p> <hd id="AN0176244747-3">Psychological trauma</hd> <p>Psychological trauma is an emotional and physical response to a damaging experience that can lead to both short-term and longitudinal effects (Loomis, [<reflink idref="bib57" id="ref17">57</reflink>]; Miller &amp; Santos, [<reflink idref="bib62" id="ref18">62</reflink>]; Nicholson, Perez, &amp; Kurtz, [<reflink idref="bib64" id="ref19">64</reflink>]). Trauma inherently exists within family systems (Barker et al., [<reflink idref="bib3" id="ref20">3</reflink>]; Wilson, Pence, &amp; Conradi, [<reflink idref="bib91" id="ref21">91</reflink>]; Yehuda, Halligan, &amp; Grossman, [<reflink idref="bib92" id="ref22">92</reflink>]), often with intergenerational transmittance (Barker et al., [<reflink idref="bib3" id="ref23">3</reflink>]; Yehuda, Halligan, &amp; Grossman, [<reflink idref="bib92" id="ref24">92</reflink>]). Study focusing on trauma has largely centered around the Adverse Childhood Experiences (ACEs) screening tool. This research, that has unfolded for almost three decades, suggests that there are "correlations between early adverse experiences, such as loss and abuse, and later adult mental and physical health" (Johnson, [<reflink idref="bib43" id="ref25">43</reflink>], p. 190). The ACEs screen continues to be used in current day (Herrenkohl, Hong, &amp; Verbrugge, [<reflink idref="bib36" id="ref26">36</reflink>]; McCartan, [<reflink idref="bib59" id="ref27">59</reflink>]; Rahimi, Liston, Adkins, &amp; Nourzad, [<reflink idref="bib73" id="ref28">73</reflink>]) deeming abuse, neglect, and household dysfunction as the most pervasive informants of trauma (McCartan, [<reflink idref="bib59" id="ref29">59</reflink>]). When children endure these ACEs adversities, they are more likely to encounter difficulties such as dysregulated behaviors that disrupt learning (Herrenkohl, Hong, &amp; Verbrugge, [<reflink idref="bib36" id="ref30">36</reflink>]; Whitaker et al., [<reflink idref="bib88" id="ref31">88</reflink>]), a compromised ability to cope with the stressors of everyday life (Breidenstine, Bailey, Zeanah, &amp; Larrieu, [<reflink idref="bib6" id="ref32">6</reflink>]; Kaitz, Levy, Ebstein, Faraone, &amp; Mankuta, [<reflink idref="bib45" id="ref33">45</reflink>]; Young, Kenardy, &amp; Cobham, [<reflink idref="bib94" id="ref34">94</reflink>]), and poor mental health (Downey &amp; Crummy, [<reflink idref="bib23" id="ref35">23</reflink>]; Miller &amp; Santos, [<reflink idref="bib62" id="ref36">62</reflink>]). Lifetime exposure to one or more trauma(s) exists in 70.4% of the population according to a WHO mental health survey (Kessler et al., [<reflink idref="bib46" id="ref37">46</reflink>]), and children with disabilities are at an even more heightened risk for being exposed to trauma (Chudzik, Corr, &amp; Fisher, [<reflink idref="bib14" id="ref38">14</reflink>]; Chudzik, Corr, &amp; Wolowiec-Fisher, [<reflink idref="bib15" id="ref39">15</reflink>]; Miller &amp; Santos, [<reflink idref="bib62" id="ref40">62</reflink>]). This highlights the criticality, for those who work with children, to be well versed in this area of pedagogical practice.</p> <p>What's more, it is important to note that development trauma, which is a complex and pervasive type of trauma that occurs during sensitive periods of child development when there is exposure to life threatening events, typically leads to a host of long-term negative consequences (Cruz, Litchen, Berg, &amp; Preethi, [<reflink idref="bib20" id="ref41">20</reflink>]; Downey &amp; Crummy, [<reflink idref="bib23" id="ref42">23</reflink>]). These consequences are typically reflective of attachment rupture in child/adult relationships, which is the most prevalent contributor to developmental trauma (Johnson, [<reflink idref="bib43" id="ref43">43</reflink>]; Ogle, Rubin, &amp; Siegler, [<reflink idref="bib65" id="ref44">65</reflink>]). Attachment rupture, which is shown to exist in 40–50% of children, is troublesome in that it leads to an insecure working model of attachment (Cassidy, [<reflink idref="bib11" id="ref45">11</reflink>]; Powell, Cooper, Hoffman, &amp; Marvin, [<reflink idref="bib72" id="ref46">72</reflink>]). A buffer to this, therefore, may be the dyadic relationships that children develop in care and education settings with early childhood professionals (Loomis, [<reflink idref="bib57" id="ref47">57</reflink>]; Nicholson, Perez, &amp; Kurtz, [<reflink idref="bib64" id="ref48">64</reflink>]) and teachers (Garay, Lasarte, CorresMedrano, &amp; Santamaríagoicuria, [<reflink idref="bib27" id="ref49">27</reflink>]; Rahimi, Liston, Adkins, &amp; Nourzad, [<reflink idref="bib73" id="ref50">73</reflink>]). This is critical to draw attention to as when professionals who work with children are dependable, emotionally available, and safe haven focused, development can be positively influenced (Breidenstine, Bailey, Zeanah, &amp; Larrieu, [<reflink idref="bib6" id="ref51">6</reflink>]; Kaitz, Levy, Ebstein, Faraone, &amp; Mankuta, [<reflink idref="bib45" id="ref52">45</reflink>]). Likewise, in reflection that secure relationships are at the nucleus of early years pedagogical practice (Cortazar &amp; Herreros, [<reflink idref="bib17" id="ref53">17</reflink>]; Wilson-Ali, Barratt-Pugh, &amp; Knaus, [<reflink idref="bib89" id="ref54">89</reflink>]) it is requisite that professionals who study to work with children are equipped with the knowledge and practice competencies to mitigate the disadvantageous outcomes that accompany childhood trauma.</p> <hd id="AN0176244747-4">Trauma-informed practice</hd> <p>Over the last two decades trauma-informed practice (TIP) within ethics, research, practice, and policy realms have undergone considerable maturation (Wilson, Fauci, &amp; Goodman, [<reflink idref="bib90" id="ref55">90</reflink>]). TIP concepts are progressively becoming main to mental health services (Palfrey, Reay, &amp; Riordan, [<reflink idref="bib66" id="ref56">66</reflink>]; Sweeney &amp; Taggart, [<reflink idref="bib82" id="ref57">82</reflink>]), child welfare organizations and schools (Ko et al., [<reflink idref="bib52" id="ref58">52</reflink>]; Wilson, Fauci, &amp; Goodman, [<reflink idref="bib90" id="ref59">90</reflink>]), health care systems (Green et al., [<reflink idref="bib31" id="ref60">31</reflink>]; Kimberg &amp; Wheeler, [<reflink idref="bib48" id="ref61">48</reflink>]), homelessness initiatives (Hopper, Bassuk, &amp; Olivet, [<reflink idref="bib39" id="ref62">39</reflink>]; Schmidt, Bopp, &amp; Poole, [<reflink idref="bib81" id="ref63">81</reflink>]), criminal justice (Petrillo, [<reflink idref="bib69" id="ref64">69</reflink>]; Webb, [<reflink idref="bib87" id="ref65">87</reflink>]), social work (Khalaf, [<reflink idref="bib47" id="ref66">47</reflink>]; Levenson, [<reflink idref="bib55" id="ref67">55</reflink>]), and early care and education settings (Holmes, Levy, Smith, Pinne, &amp; Neese, [<reflink idref="bib38" id="ref68">38</reflink>]; Nicholson, Perez, &amp; Kurtz, [<reflink idref="bib64" id="ref69">64</reflink>]), as TIP underpinnings "such as being respectful, holistic, and strengths-based, overlap with what have become general expectations for competent practice" (Wilson, Fauci, &amp; Goodman, [<reflink idref="bib90" id="ref70">90</reflink>], p. 587).</p> <p>Seminal work in this line of study, which centered around trauma screening and assessment, decreasing re-traumatization in service settings, and elevating biopsychosocial-trauma knowledge of practitioners (Harris &amp; Fallot, [<reflink idref="bib35" id="ref71">35</reflink>]; Wilson, Fauci, &amp; Goodman, [<reflink idref="bib90" id="ref72">90</reflink>]), has now evolved to encompass safe environments, trustworthiness, transparency, peer support, reciprocity, empowerment of voice, with an emphasis on cultural, gender, and historical responsivity (SAMHSA Substance Abuse and Mental Health Services Administration, [<reflink idref="bib79" id="ref73">79</reflink>]). Cardinal to a trauma-informed position is recognition that any person may be a trauma survivor, thus professionals must be able to identify, comprehend, and disrupt potential for further adversity with the aim of promoting healing (Goodman et al., [<reflink idref="bib30" id="ref74">30</reflink>]; Knight, [<reflink idref="bib51" id="ref75">51</reflink>]). Also, characteristic to a TIP organizational posture is awareness that trauma has expansive implications with particular signs and symptoms, varying recovery routes, elaborate and actionable systems and programs, and a commitment to preventing re-traumatization (SAMHSA Substance Abuse and Mental Health Services Administration, [<reflink idref="bib79" id="ref76">79</reflink>]). More broadly the concept of trauma-informed systems, which are ecosystems that foster holistic wellness for all people who are engaged with the system(s), is being adopted by a host of professions (Kimberg &amp; Wheeler, [<reflink idref="bib48" id="ref77">48</reflink>]). In this, a more robust conceptualization of TIP "opens up a wide range of actions – <emph>trauma-informed practices</emph> – that can be taken by professionals and the public to impact the health and well-being of individuals, families, organizations, and communities" (Tebes, Champine, Matlin, &amp; Strambler, [<reflink idref="bib83" id="ref78">83</reflink>], p. 2). This calls for ongoing research, most notably in pre-service learning for early years professionals granted their day-to-day engagement with young children.</p> <hd id="AN0176244747-5">Trauma-informed practice training</hd> <p>According to Cummings, Addante, Swindell, and Meadan ([<reflink idref="bib21" id="ref79">21</reflink>]) it is vital that professionals who work with children be in tune with, anticipate, and respond with curiosity rather than assumptions, especially when trauma has transpired. Unfortunately, research reveals a lack of confidence in this tenet of pedagogical practice (Alisic, [<reflink idref="bib2" id="ref80">2</reflink>]; Hobbs, Paulsen, &amp; Thomas, [<reflink idref="bib37" id="ref81">37</reflink>]). Moreover, professionals who work with children have been found to be poorly equipped to address the complexities that are typical to working with children that have experienced trauma (Herrenkohl, Hong, &amp; Verbrugge, [<reflink idref="bib36" id="ref82">36</reflink>]; Rahimi, Liston, Adkins, &amp; Nourzad, [<reflink idref="bib73" id="ref83">73</reflink>]). Contributors to this are the paucity of TIP training for those who work with children (Brown et al., [<reflink idref="bib7" id="ref84">7</reflink>]; Foreman &amp; Bates, [<reflink idref="bib25" id="ref85">25</reflink>]; Parker, Olson, &amp; Bunde, [<reflink idref="bib67" id="ref86">67</reflink>]), and resource deficiency (Chudzik, Corr, &amp; Wolowiec-Fisher, [<reflink idref="bib15" id="ref87">15</reflink>]; Foreman &amp; Bates, [<reflink idref="bib25" id="ref88">25</reflink>]; Parker, Olson, &amp; Bunde, [<reflink idref="bib67" id="ref89">67</reflink>]). Often professionals who are not trauma trained assume that something is 'wrong' with a child who is dysregulated, rather than reflecting on underlying contributors (Foreman &amp; Bates, [<reflink idref="bib25" id="ref90">25</reflink>]; Kimberg &amp; Wheeler, [<reflink idref="bib48" id="ref91">48</reflink>]). Complicating this is the secondary trauma that educators are predisposed to when they care for children who share their traumatic experiences (Foreman &amp; Bates, [<reflink idref="bib25" id="ref92">25</reflink>]; Miller &amp; Flint-Stipp, [<reflink idref="bib61" id="ref93">61</reflink>]). This form of trauma, that was identified in counseling psychology over three decades ago, manifests when a person (e.g., early childhood professional or teacher working with children) learns about a disturbing event and becomes distressed (Miller &amp; Flint-Stipp, [<reflink idref="bib61" id="ref94">61</reflink>]; Tehrani, [<reflink idref="bib84" id="ref95">84</reflink>]). In this, learning how to action self-care is elemental (Douglass, Chickerella, &amp; Maroney, [<reflink idref="bib22" id="ref96">22</reflink>]; Foreman &amp; Bates, [<reflink idref="bib25" id="ref97">25</reflink>]; Miller &amp; Flint-Stipp, [<reflink idref="bib61" id="ref98">61</reflink>]) and as such should be taken up in pre-service learning in view that is it a core TIP facet (Leitch, [<reflink idref="bib54" id="ref99">54</reflink>]; Sansbury, Graves, &amp; Scott, [<reflink idref="bib80" id="ref100">80</reflink>]).</p> <p>Although limited in scope, research asserts that training is a conceivable strategy to overcome this dilemma (Brown et al., [<reflink idref="bib7" id="ref101">7</reflink>]; Douglass, Chickerella, &amp; Maroney, [<reflink idref="bib22" id="ref102">22</reflink>]; Parker, Olson, &amp; Bunde, [<reflink idref="bib67" id="ref103">67</reflink>]). Educators who participate in trauma-informed training report increased TIP-related knowledge, compassion, collaboration, enhanced relationships with children, and amplified self-care (Brown et al., [<reflink idref="bib7" id="ref104">7</reflink>]; Douglass, Chickerella, &amp; Maroney, [<reflink idref="bib22" id="ref105">22</reflink>]; Parker, Olson, &amp; Bunde, [<reflink idref="bib67" id="ref106">67</reflink>]). Other fortuitous outcomes include deeper insight into the symptoms of traumatic stress, adoption of skills and behaviors that are trauma sensitive in one's personal and professional lives, and a broadened understanding of how one's own traumatic experiences influence holistic well-being (Champine, Hoffman, Matlin, Strambler, &amp; Tebes, [<reflink idref="bib13" id="ref107">13</reflink>]). Paramount to this is that TIP training for professionals is constructed in a way that is relational and safe for participants (Whitaker et al., [<reflink idref="bib88" id="ref108">88</reflink>]). This, along with a dearth of literature in this milieu of study, summons for those who prepare future generations of educators to purposefully explore their role in TIP training to ensure that readiness exists to recognize psychological trauma and employ sensitive pedagogical strategies. In response to this a qualitative Self-Study was employed to uncover if the learning experiences of four post-secondary early years leadership degree students adequately situated them to comprehend the complexities of trauma so that they can respond using a trauma-informed stance in their future practice.</p> <hd id="AN0176244747-6">Methodology</hd> <p></p> <hd id="AN0176244747-7">Research question, participants and their positionality</hd> <p>The research question that steered this study was <emph>Do post-secondary students, who complete an early years focused four year degree, acquire sufficient training to action a trauma-informed posture in their future pedagogical practice?</emph> As this research question was probed the researchers of this study acted in a dual role as Researcher-Participants (R-Ps), which is customary to Self-Study (SS) (Bullough &amp; Pinnegar, [<reflink idref="bib9" id="ref109">9</reflink>]; Pinnegar &amp; Quiles-Fernandez, [<reflink idref="bib71" id="ref110">71</reflink>]). The R-Ps were four students completing an eight month qualitative research project in their final year of a four-year Early Childhood Leadership Degree, who chose Self-Study as a methodology and TIP readiness as a topic. Pillars of this research intensive degree include child development, pedagogy and curriculum, human relationships, and pedagogical leadership. Graduate trajectories typically include working in regulated childcare, schools, social services, and ministry of education environments. This degree often serves as pathway for graduate programs such as bachelor of education, master's in policy or pedagogy, social work, and psychotherapy. Specific to the R-Ps in this study is that they self-identify with the demographic characteristics outlined in Table 1:</p> <p>Table 1. Demographics of self-study researcher-participants (R-Ps).</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;R-Ps&lt;/td&gt;&lt;td&gt;Age&lt;/td&gt;&lt;td&gt;Gender&lt;/td&gt;&lt;td&gt;Cultural/Ethnic Origin&lt;/td&gt;&lt;td&gt;Career Trajectory&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;1&lt;/td&gt;&lt;td&gt;23&lt;/td&gt;&lt;td&gt;Female&lt;/td&gt;&lt;td&gt;Canadian&lt;/td&gt;&lt;td&gt;Primary School Age Teacher&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;2&lt;/td&gt;&lt;td&gt;21&lt;/td&gt;&lt;td&gt;Female&lt;/td&gt;&lt;td&gt;Canadian&lt;/td&gt;&lt;td&gt;Registered Early Childhood Educator&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;3&lt;/td&gt;&lt;td&gt;25&lt;/td&gt;&lt;td&gt;Female&lt;/td&gt;&lt;td&gt;Pakistan Muslim Canadian&lt;/td&gt;&lt;td&gt;Primary School Age Teacher&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;4&lt;/td&gt;&lt;td&gt;21&lt;/td&gt;&lt;td&gt;Female&lt;/td&gt;&lt;td&gt;Canadian&lt;/td&gt;&lt;td&gt;Registered Early Childhood Educator&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>This research leaned on a Social Constructivist philosophical paradigm as the R-Ps held the stance that reality is local, contextual, and a product of the human mind which manifests as people engage relationally and socially (Žukauskas, Vveinhardt, &amp; Andriukaitiene, [<reflink idref="bib95" id="ref111">95</reflink>]). Drawing on this interpretivist posture the R-Ps participated in the research considering how "their interpretation flows from their own personal, cultural, and historical experiences" (Creswell &amp; Poth, [<reflink idref="bib19" id="ref112">19</reflink>], p. 24). In keeping with this paradigm the R-Ps acknowledged their positionality, given Johnson et al. ([<reflink idref="bib44" id="ref113">44</reflink>]) posit that this opens up a space for researcher(s) to bring transparency to their biases and experiences in relation to their research, and name their power and privilege(s). As such, R-Ps of this trauma-informed practice research entered their Self-Study (SS) acknowledging that they have been advantaged in that they each experienced attachment security in their childhood and have been protected from psychological trauma. They also specified that they have been fortunate to lead a life of comfort, inclusive of access to education. In reflecting on this, they asserted that they hold unconditional positive regard for people who have been exposed to psychological trauma, and possess hope that potential exists for healing.</p> <hd id="AN0176244747-8">Self-study and data sources</hd> <p>Commonly utilized in teacher education (Ritter, [<reflink idref="bib74" id="ref114">74</reflink>]; Vanassche &amp; Kelchtermans, [<reflink idref="bib86" id="ref115">86</reflink>]), Self-Study (SS) is categorized as a methodology that explores the role of self and one's practice, routinely though reflection (Idris, Eskender, Yosief, &amp; Demoz, [<reflink idref="bib40" id="ref116">40</reflink>]; Kitchen &amp; Stevens, [<reflink idref="bib50" id="ref117">50</reflink>]; Tidwell, Heston, &amp; Fitzgerald, [<reflink idref="bib85" id="ref118">85</reflink>]). Both private and public, personal, and interpersonal, this methodology allows one to see themselves both inside and outside of their practice (Samaras et al., [<reflink idref="bib78" id="ref119">78</reflink>]), and is primarily applied when professionals seek to comprehensively understand their occupational identity and improve their practice (Ritter, [<reflink idref="bib74" id="ref120">74</reflink>]). Moreover, Self-Study is hermeneutic in nature where the researcher(s) moves back-and-forth though the data generating relationships between ideas (Samaras, [<reflink idref="bib76" id="ref121">76</reflink>]). Correspondingly, in Self-Study "researchers often undertake their work with different motivations, across diverse contexts, and use[ing] a variety of methods" (Ritter, [<reflink idref="bib74" id="ref122">74</reflink>], p. 21). For purposes of this study the prime motivation was for R-Ps to reflect on their lived experiences in their four-year degree journey to unearth how their learning has prepared, or not prepared, them to commence their career post-graduation with the capacity to execute TIP. Traditional to this methodology is a Critical Friend (CF), an expert in the subject matter being investigated, who offers topic guidance as the study unfolds (Petroelje, Frambaugh-Kritzer, Freese, &amp; Persson, [<reflink idref="bib70" id="ref123">70</reflink>]; Ritter, [<reflink idref="bib74" id="ref124">74</reflink>]). An executive director of a trauma-informed parenting program in the community committed to acting in the role of CF for this study given her credential in trauma-informed practice, which she earned from the Attachment and Treatment Centre for Healing in Niagara Falls, Ontario, Canada. In addition to this credential the CF also possesses a master's of science degree in a health related field, and a bachelor of education degree.</p> <p>Purposive sampling applied to this study as recruitment was specific to participants who could most readily inform the phenomenon under examination (Creswell &amp; Poth, [<reflink idref="bib19" id="ref125">19</reflink>]; Mukherji &amp; Albon, [<reflink idref="bib63" id="ref126">63</reflink>]), who in this study were the R-Ps enrolled in the fourth year of an early years leadership degree with the vision of working as early childhood educators or teachers post-graduation. Two data sources informed this Self-Study: 1. Four virtual recorded R-P literature guided focus groups, and 2. Two virtual recorded Critical Friend consultations. TIP focused peer reviewed literature, as well as a recently published book by a trauma scholar and clinician (Dr. Bruce Perry), guided both the R-P focus groups and CF consultations. These readings are detailed in Table 2.</p> <p>Table 2. TIP Self-Study Literature.</p> <p> <ephtml> &lt;table&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;Perry &amp; Winfrey (&lt;xref ref-type="bibr" rid="bibr68"&gt;2021&lt;/xref&gt;). &lt;italic&gt;What happened to you? Conversations on trauma, resilience, and healing&lt;/italic&gt;. Flatiron Books.&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Parker, Olson, &amp; Bunde (&lt;xref ref-type="bibr" rid="bibr67"&gt;2019&lt;/xref&gt;). The impact of trauma-based training on educators. &lt;italic&gt;Journal of Child and Adolescent Trauma, 13&lt;/italic&gt;(2), 217&amp;#8211;227.&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Nicholson, Perez, &amp;Kurtz (&lt;xref ref-type="bibr" rid="bibr64"&gt;2019&lt;/xref&gt;). &lt;italic&gt;Trauma-informed practices for early childhood educators: Relationship-based approaches that support healing and build resilience in young children&lt;/italic&gt;. (pp. 47&amp;#8211;65). Routledge.&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Barker et al. (&lt;xref ref-type="bibr" rid="bibr3"&gt;2019&lt;/xref&gt;). Intergenerational trauma: The relationship between residential schools and the child welfare system among young people who use drugs in Vancouver, Canada. &lt;italic&gt;Journal of Adolescent Health, 65&lt;/italic&gt;(2), 248&amp;#8211;254.&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Cummings, Addante, Swindell, &amp; Meadan (&lt;xref ref-type="bibr" rid="bibr21"&gt;2017&lt;/xref&gt;). Creating supportive environments for children who have had exposure to traumatic events. &lt;italic&gt;Journal of Child and Family Studies, 26&lt;/italic&gt;(10), 2728&amp;#8211;2741.&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>Each scholarly article and all book chapters were independently reviewed by the R-Ps and CF, and then collectively examined in relation to their preparedness to action trauma-informed practice in their future work. The focus group interview protocol was designed to probe the gaps in research that were uncovered in the literature review, namely TIP preparedness that is lacking in early childhood educators and teachers (e.g., Brown et al., [<reflink idref="bib7" id="ref127">7</reflink>]; Foreman &amp; Bates, [<reflink idref="bib25" id="ref128">25</reflink>]; Parker, Olson, &amp; Bunde, [<reflink idref="bib67" id="ref129">67</reflink>]; Whitaker et al., [<reflink idref="bib88" id="ref130">88</reflink>]). In light that a semi-structured interview guide allows participants to express themselves "in their own ways and pace" (Jamshed, [<reflink idref="bib42" id="ref131">42</reflink>], p. 87), R-Ps carefully designed their interview guide questions to steer, but not limit, their focus groups. In the four R-P focus groups these questions were applied to the academic literature and book chapters which explored TIP topics such as the neuroscience of trauma, intergenerational trauma, attachment, trauma as a spectrum, trauma responses, misunderstandings of trauma, therapeutic approaches and healing, and trauma in the context of pedagogical practice. This led to 360 minutes of recorded R-P focus group data that specifically addressed if post-secondary students, who complete an early years focused four year degree, acquire sufficient training to action a trauma-informed posture in their future pedagogical practice. Guiding questions included:</p> <p></p> <ulist> <item> <emph>What did you learn from the readings?</emph> </item> <p></p> <item> <emph>Is the information new or learned in our degree program? If already learned, where and with what degree of rigor?</emph> </item> <p></p> <item> <emph>Do you think that emerging early childhood leaders should be familiar with this content? Why or why not?</emph> </item> <p></p> <item> <emph>Have you taken this content up in your studies? If so, what specific courses, placements, and in what year of the program?</emph> </item> <p></p> <item> <emph>After reviewing the readings, do you have any feelings about being prepared/not prepared to work with children ages 4-12 as a trauma-informed educator? What does this indicate about your TIP preparedness?</emph> </item> <p></p> <item> <emph>Do you have questions for our Critical Friend? What are they and how can we structure them to ensure that our next consultation with our CF sets the stage for us to learn from, and with her, about TIP?.</emph> </item> </ulist> <p>The CF, who is positioned in self-study methodology to "provide pivotal support by asking challenging questions and presenting constructive criticism" (Alan, Sariyev, &amp; Odabasi, [<reflink idref="bib1" id="ref132">1</reflink>], p. 316), met via videoconferencing twice with the R-Ps; once following R-P focus group two, and another time following R-P focus group four, resulting in 120 minutes of CF consultation. TIP-related questions, developed by the R-Ps in their Focus Groups, were forwarded to the CF in advance to allow for response preparation time. One example of a query that was brought to the CF for exploration included: <emph>Dr. Perry explains that PD sessions, workshops, and three day trainings are not enough be become trauma-informed. What are steps that we can take to continue to become more trauma-informed?</emph></p> <hd id="AN0176244747-9">Data analysis</hd> <p>An inductive approach was employed as this is typical in qualitative research given it is pragmatic and flexible (Kyngäs et al., [<reflink idref="bib53" id="ref133">53</reflink>]; Liu, [<reflink idref="bib56" id="ref134">56</reflink>]). Data from the R-P focus groups and CF consultations (totaling 255 pages of single spaced transcribed text) was analyzed using an applied thematic framework, and resonating themes were extracted from the raw data to generate the prevailing themes that were populated into a coding template (Creswell &amp; Poth, [<reflink idref="bib19" id="ref135">19</reflink>]; Guest, MacQueen, &amp; Namey, [<reflink idref="bib32" id="ref136">32</reflink>]). In vivo coding was applied as it "is a form of qualitative data analysis that places emphasis on the actual spoken words of the participants" (Manning, [<reflink idref="bib58" id="ref137">58</reflink>], p. 1), whereby verbatim quotes enable the researchers to garner logical interpretations of the data (Bolderston, [<reflink idref="bib5" id="ref138">5</reflink>]). Trustworthiness was applied as a measure of quality (Hamilton &amp; Pinnegar, [<reflink idref="bib34" id="ref139">34</reflink>]; Ritter, [<reflink idref="bib74" id="ref140">74</reflink>]), most notably when the R-Ps encountered <emph>turning points</emph> in their research journey. Turning points, which manifest when R-Ps call into question their former ideologies about a given context or situation thus inciting novel perspectives about the dimension of practice they are investigating, were coded in analysis as this is habitual in SS (Bullock &amp; Ritter, [<reflink idref="bib8" id="ref141">8</reflink>]; Sabatier &amp; Bullock, [<reflink idref="bib75" id="ref142">75</reflink>]). Trustworthiness is also established in a Self-Study when the R-Ps concertedly concur that there is an affective (either emotional or motivational) attribute to the data, a problem that exists within practice is evidenced with the data, the researchers seek guidance from a CF, and the data is recognized as having the capacity to be actionable in the present (Bullock &amp; Ritter, [<reflink idref="bib8" id="ref143">8</reflink>]). These trustworthiness principles pertain to this study and the fidelity in data collection and analysis processes that the R-Ps strived to attain.</p> <hd id="AN0176244747-10">Ethical considerations</hd> <p>This study was reviewed and approved by a post-secondary institutional research and ethics board. Furthermore, the interview guide and reading package were intentionally designed to probe professional and not personal contexts regarding trauma-informed practice, granted that TIP can be a sensitive topic (Foreman &amp; Bates, [<reflink idref="bib25" id="ref144">25</reflink>]; Miller &amp; Flint-Stipp, [<reflink idref="bib61" id="ref145">61</reflink>]). This was forthrightly elucidated in the Letter of Informed Consent reviewed and signed by all R-Ps and the Critical Friend. Confidentiality was also detailed in the Letter of Informed Consent as it is an ethical constituent that requires attention in SS methodology (Samaras, Hjalmarson, Bland, &amp; Nelson, [<reflink idref="bib77" id="ref146">77</reflink>]), and as such all R-Ps committed to engaging in the recorded focus group Zoom meetings in a private and secured space. A list of mental health community resources was provided to all R-Ps and the CF in session one of the study, in the unlikely event that they were psychologically provoked thus requiring intervention. Also, a buffer to the improbable likelihood of psychological harm, was that the research supervisor is a Certified Trauma Integration Clinician who is well versed in traumatology and psychotherapy.</p> <hd id="AN0176244747-11">Findings</hd> <p>Data revealed six principal themes that offer insight into preservice students' perceptions about their trauma-informed preparedness. The overarching themes included: 1. Lack of Preparedness, 2. Intersecting Pre-Service Course Content, 3. Overlooked in Pre-Service Learning, 4. What Happened to Me?, 5. What Happened to You?, and 6. Mindful and Intentional Practice.</p> <hd id="AN0176244747-12">Lack of preparedness</hd> <p>All four R-Ps harmoniously concurred that they felt inept to confidently exercise TIP in their practice post-graduation. They named that they were "<emph>not ready</emph>," "<emph>not prepared</emph>," and "<emph>uneasy</emph>." Inadequate formal training resulted in feelings of "<emph>not knowing where to begin</emph>," especially concerning how to construct trauma-informed classrooms that mitigate triggering children who face adversity. The notion that trauma is complex, vexing to define, and not a "<emph>one size fits all</emph>" was underscored as contributors to feelings of being unprepared. One R-P detailed how she did not understand the varying types of trauma, which later led to re-considering her pre-study ideology that trauma only encompasses "<emph>huge disastrous events</emph>." While reflecting on Perry and Winfrey's ([<reflink idref="bib68" id="ref147">68</reflink>]) book, <emph>What Happened To You?</emph>, another R-P disclosed that she "<emph>still couldn't really understand</emph>" the complexities of trauma, which was echoed by other researcher-participants. A compromised readiness to employ TIP was also linked to R-Ps assertions that they struggle to determine what is, and what is not, trauma and how to delineate it. As the four-month study evolved R-Ps came to the consensus that although they do not feel sufficiently prepared to enter practice with a comprehensive understanding of TIP that they are at a minimum "<emph>trauma aware</emph>." As an illustration one researcher-participant rationalized:</p> <p>I was thinking whether we're fully trauma-informed or not, at the end of the study, we have a better grasp of what we can do to help. That was just reassuring that I don't have to have everything together right when we graduate, and when I start working I might not be trauma-informed, but I'm more trauma aware.</p> <p>This realization proved to be affirming and relieving for R-Ps as they surmised that although their trauma-informed practice knowledge is rudimentary that they do possess an established "<emph>starting point</emph>" to continue to learn about and practice using TIP principles post-graduation.</p> <hd id="AN0176244747-13">Intersecting pre-service course content</hd> <p>Despite apprehensions about a limited capacity to employ TIP principles, R-Ps confirmed that this area of study surfaced in some of their pre-service learning. Traumatology and TIP were described as "<emph>hidden within courses</emph>" of their degree. As such, R-Ps named that their learning "<emph>ties into trauma, I just didn't realize it</emph>," "<emph>we've learned this, we just haven't learned it in the lens of trauma</emph>," and "<emph>I'm familiar with this and it rings a bell, I just didn't know about it in terms of trauma</emph>." Various topics unpacked in the reviewed readings such as neuroscience, relationships, self-regulation, and human development were deemed as integrated into to their learning, but without coherent connection to trauma. A notable SS turning point was noted when the R-Ps established an intersection in their learning between attachment and trauma as one R-P detailed how she "<emph>never realized this was trauma until now</emph>" as attachment insecurity and rupture were featured in the SS literature as one of the most pervasive contributors to psychological trauma. The notion that R-Ps possessed a "<emph>baseline knowledge</emph>" about TIP was also readily explored as one participant disclosed "<emph>we have the foundation, we know about brain development, we know about attachment, we know about family issues, but what we don't know is that the house on top of that foundation relates to trauma"</emph>, which was followed by the questioning <emph>"how does it all intertwine together?."</emph> This line of inquiry was evidenced throughout the study as the peripheral inclusion of TIP content within courses was scrutinized. On this account R-Ps reasoned that some of the topics that were incorporated in their four-year degree learning tied to trauma-informed practice, albeit covertly.</p> <hd id="AN0176244747-14">Overlooked in pre-service learning</hd> <p>Although some degree curriculum was declared to latently cover TIP, R-Ps established that critical concepts were not adequately addressed. Central to this was the recommendation that trauma and traumatology be taught in a separate course, and then inserted in other courses throughout the four-year degree program. One participant expressed how their pre-service learning would have been "<emph>more effective if we had trauma embedded in all of the curriculum"</emph>. As the study unraveled R-Ps declared that they should be "<emph>just as comfortable with the word traumatology as we are pedagogy</emph>." The interface between resiliency and TIP was similarly raised as under recognized in their learning. As R-Ps inspected the SS readings their understandings deepened to entail the idea that that resilience is learned and not innate, and that children depend on the adults in their lives to model and nurture resiliency, especially when they have endured trauma. After reviewing the Perry and Winfrey ([<reflink idref="bib68" id="ref148">68</reflink>]) book a participant denoted "<emph>I would have thought before reading this chapter that kids are innately resilient, but I think it's important for educators to know that they aren't. Knowing that now ... it's going to change the way I respond to a child."</emph> As this was surveyed, in analysis of the readings and in CF consults, the theoretical underpinnings of TIP were discussed and deemed as overlooked, however, requisite to pre-service learning for early years professionals. These discounted TIP related subjects were ultimately posited as requiring integration into programs that ready future generations of early years professionals as they are instrumental to trauma-informed practice.</p> <hd id="AN0176244747-15">What happened to me?</hd> <p>A subsequent overarching theme centered around the necessity for pre-service early years professionals to critically reflect on their own lived experiences with trauma. R-Ps acknowledged that although processing one's own trauma can be uncomfortable, it is necessary. This concept was punctuated in Perry and Winfrey's book ([<reflink idref="bib68" id="ref149">68</reflink>]) as the criticality of adults reflecting upon and acknowledging their own traumatic stress, so that they can in turn support the children that they care for in an attuned and responsive manner, was underscored. As R-Ps reflected on this the following was unearthed:</p> <p>When I'm reading, I'm making connections about my own life, and I wouldn't have had the knowledge to do this without reading this literature so far. I think a lot of educators that I've come across within the field have that "well tough luck" mentality. Which I'm like "ok you're clearly not reflective of your stressors and your trauma because if you were I feel like you'd have more of a trauma-informed approach."</p> <p>In recognizing this R-Ps examined how their own adverse experiences may negatively impact practice. This drew their attention to the necessity to be in tune with their own psychologically painful personal life events. Perry and Winfrey's ([<reflink idref="bib68" id="ref150">68</reflink>]) was recommended for all early years pre-service and practicing professionals given its focus on self-exploration and healing of adults who care for children. As this was appraised one participant discerned "<emph>if we help children, but don't help adults, the work will have little impact because you need to help the frontline adults who will be working with the children</emph>." Psychotherapy, for both pre-service and in-service early years professionals in need, was advised by R-Ps as they evaluated the Self-Study readings and uncovered the interrelatedness between one's own trauma, self-care practices, and attunement with the children in their care. The resolve of R-Ps to be cognizant of their own well-being, inclusive of the distressing experiences that they have encountered in their person lives, was revisited frequently as the study advanced.</p> <hd id="AN0176244747-16">What happened to you?</hd> <p>Another turning point surfaced as R-Ps realized how much power one question holds as they re-positioned their TIP posture. They agreed that the "<emph>what happened to you</emph>?" line of inquiry is far more responsive than the traditional insensitive "<emph>what is wrong with you</emph>?" question often posed when a child is dysregulated. Thinking with Perry and Winfrey's ([<reflink idref="bib68" id="ref151">68</reflink>]) trauma-informed underpinnings, R-Ps proclaimed that as graduates of an early years degree that they must understand and respond to the trauma-induced needs of the children, in lieu of making assumptions about their behaviors. One R-P disclosed that it has been difficult to avoid making presumptions about children's behaviors as she has completed field placements. Other R-Ps echoed this notion as they conveyed that prior to this study that their view of the child was behaviorally rooted and at times judgmental, but has now shifted to a TIP positioning whereby the premise "<emph>they're doing what they're doing for a reason</emph>" resonates. This idea was reinforced by the CF who emphasized that early years professionals should be intentional about suspending their judgments, and instead direct their energy toward supporting children to repair ruptures and heal from trauma. This led to examining the importance of using child-first language. R-Ps agreed that children should not be primarily defined by their trauma or associated symptoms, and that trauma labels should be resisted. As such, a researcher-participant claimed "<emph>it's important to know the signs and behaviors of those who have experienced trauma so that we can avoid labels and actually get to the root of what's causing the behavior, respond effectively, and offer resources and support."</emph> Similarly, a R-P recalled how children were described using pernicious behavioral labels in one of her pre-service placement experiences. This affirmed the pledge of R-Ps to safeguard a strength-based approach to their work with children in their future careers. Thoughts about this were deepened as R-Ps pondered about the final sentence of Perry and Winfrey's ([<reflink idref="bib68" id="ref152">68</reflink>]) which attests that "<emph>what happened to you can be your power</emph>" (p. 298). Subsequently, another SS turning point was established as R-Ps reframed their prior perceptions about trauma to adopt recognition of the potential that lies within children, who have faced adversity, to heal and lead a holistically meaningful life. This transformative thinking proved to be one of the most salient outcomes for the pre-service early years professionals who undertook this Self-Study.</p> <hd id="AN0176244747-17">Mindful and intentional practice</hd> <p>The final theme that emerged was the urgency to be mindful and intentional. R-Ps established that it is imperative for early years professionals to be conscious about their own regulatory capacities as this transfers to the child's regulatory state, especially when the child has faced trauma. R-Ps highlighted how the study readings broadened their insight into how trauma may impact their relational encounters with children as they co-regulate alongside them, as well as nurture self-regulation. This accentuated the gravity of early years professionals being grounded so that they are positioned to responsively engage with children with a "<emph>therapeutic dosing</emph>" approach, as advised in Perry and Winfrey's ([<reflink idref="bib68" id="ref153">68</reflink>]). In view of this, R-Ps distinguished that it is essential to "<emph>take a step back, reanalyze, and respond empathetically to a child instead of reactively."</emph> As this was dissected, R-Ps leaned on the SS readings as they uncovered that contributing to healing means being mindfully and intentionally attuned, and having unconditional positive regard for children and their families. As this was acknowledged in a focus group a R-P expressed:</p> <p>[It}'s so encouraging for an educator to know that even if a child has experienced something very traumatic, healing can come from that. Even if you're just a little snippet of that, that helps them get through the day. If you can aid in that healing, I think that's super important for educators to know, because it gives them confidence.</p> <p>As this was taken up R-Ps professed that they will need to continue to be mindful and intentional as they begin to practice utilizing trauma-informed principles more purposefully in a childcare setting, or Bachelor of Education program and subsequent teaching, following graduation. The premise that "<emph>it only takes one safe person to change the trajectory of a child's life</emph>," which R-Ps argued was instilled in their pre-service learning and their SS readings, was esteemed to require conscious and purposive attention in their future practice.</p> <hd id="AN0176244747-18">Discussion</hd> <p>In considering that the foundational intent of this study was to examine TIP preparedness of pre-service early years professions who endeavor to work with children in their formative years, the overriding theme that exposes a lack of readiness necessitates deliberation. This finding parallels the limited literature available that denotes professionals who work with children are inadequately disposed to action TIP (Douglass, Chickerella, &amp; Maroney, [<reflink idref="bib22" id="ref154">22</reflink>]; Loomis, [<reflink idref="bib57" id="ref155">57</reflink>]; Nicholson, Perez, &amp; Kurtz, [<reflink idref="bib64" id="ref156">64</reflink>]). This shortcoming demands attention given that childhood trauma is pervasive (Chudzik, Corr, &amp; Wolowiec-Fisher, [<reflink idref="bib15" id="ref157">15</reflink>]; Garay, Lasarte, CorresMedrano, &amp; Santamaríagoicuria, [<reflink idref="bib27" id="ref158">27</reflink>]). Moreover, the compromised preparedness evidenced in this Self-Study speaks to the gap that sits between TIP educator competency <emph>and</emph> children's trauma needs being met, which is well established in research (Foreman &amp; Bates, [<reflink idref="bib25" id="ref159">25</reflink>]; Herrenkohl, Hong, &amp; Verbrugge, [<reflink idref="bib36" id="ref160">36</reflink>]; Parker, Olson, &amp; Bunde, [<reflink idref="bib67" id="ref161">67</reflink>]). Necessary, according to the R-Ps of this study, is the concrete and manifest integration of traumatology, therapeutic dosing, attachment rupture and trauma linkages, connections between trauma and resiliency, secondary trauma, the pillars of TIP, co-regulation, and TIP classroom environmental and curriculum strategies, into pre-service learning. In addition, both academic and experiential learning experiences that nurture future early years professionals to disrupt dominant discourse that further traumatizes and marginalizes children who endure trauma by the asking of "<emph>what's wrong with you</emph>?" is essential. Conjointly, opportunities should be ingrained in pre-service preparation programs to position graduates to dismantle behavioral approaches, which are often rooted in judgment and labeling of children and families, with the ultimate quest to shift to a more responsive and healing line of inquisition that is compassionately located in "<emph>what happened to you</emph>?." To move this agenda forward TIP training and resources, which are noted to be meager in literature (Alisic, [<reflink idref="bib2" id="ref162">2</reflink>]; Brown et al., [<reflink idref="bib7" id="ref163">7</reflink>]; Foreman &amp; Bates, [<reflink idref="bib25" id="ref164">25</reflink>]; Parker, Olson, &amp; Bunde, [<reflink idref="bib67" id="ref165">67</reflink>]), require attention as pre-service programs are crafted and reviewed. R-Ps of this study implore preparatory programs to consider including a standalone TIP course that, with scaffolded integration throughout other courses of early years-focused diplomas or degrees. Important to highlight is that the early years degree that R-Ps were enrolled in during this study has developed and adopted a TIP course in their program.</p> <p>Despite the deficiencies within pre-service learning discovered in this study it is worthy to point out that R-Ps uncloaked that although they do not feel comprehensively prepared, that they acquired knowledge about subject matter that intersects with trauma-informed practice in their pre-service learning. This realization proved to be validating for R-Ps as it minimized feelings of inadequacy about not being entirely trauma-informed, evoking the realization that they are on a journey with the footing of being "<emph>trauma aware</emph>." Integral to this is self-care, particularly for early years professionals who have stored unprocessed psychological trauma as a result of distressing experiences that have occurred in their personal lives. This suggestion mirrors a burgeoning body of literature that argues practicing self-care is integral to being trauma-informed (Douglass, Chickerella, &amp; Maroney, [<reflink idref="bib22" id="ref166">22</reflink>]; Foreman &amp; Bates, [<reflink idref="bib25" id="ref167">25</reflink>]; Miller &amp; Flint-Stipp, [<reflink idref="bib61" id="ref168">61</reflink>]), and aligns with the proclamation that the well-being of educators is a significant facet of responsive early childhood programs (Corr, Cook, LaMontagne, Davis, &amp; Waters, [<reflink idref="bib16" id="ref169">16</reflink>]; Nicholson, Perez, &amp; Kurtz, [<reflink idref="bib64" id="ref170">64</reflink>]) and schools (Garay, Lasarte, CorresMedrano, &amp; Santamaríagoicuria, [<reflink idref="bib27" id="ref171">27</reflink>]; Kim, Crooks, Bax, &amp; Shokoohi, [<reflink idref="bib49" id="ref172">49</reflink>]). Moreover, this finding mirrors Whitaker et al. ([<reflink idref="bib88" id="ref173">88</reflink>]) research that suggests when teachers engage in TIP training that the quality of relationships they have with children is enhanced as they embark in "a healing process of becoming aware of the effect of trauma in their own lives and thereby developing greater empathy for children and parents" (p. 7). This, according to Whitaker et al. ([<reflink idref="bib88" id="ref174">88</reflink>]), sets the stage for early years professionals to cultivate environments that are emotionally safe and responsive to the behaviors of children who have faced/face trauma. Herein, it is paramount for not only pre-service preparatory programs to rigorously take up TIP, but also organizations that employ early years professionals post-graduation, so that children, families and professionals are immersed in relational play and learning environments that champion trauma-informed practice, hence promoting healing.</p> <hd id="AN0176244747-19">Limitations</hd> <p>Although this study is methodologically sound, and augments a field of research that is largely understudied, it is not without limitations. First is that pre-service students who partook in this study were all direct-entry students from high school/secondary programs, and there is a bridging pathway that allows for students to enter into year three of the degree program with an Early Childhood Education (ECE) Diploma prerequisite. This is restricting in that the bridging students may have explored TIP in their ECE diploma learning prior to entering the degree program. This calls for subsequent research to probe if bridging students perceptions about TIP preparedness are akin to, or diverse from, direct entry participants of this study. The sample size of four participants is also limiting, hence like most qualitative research findings are not to be generalized (Creswell &amp; Poth, [<reflink idref="bib19" id="ref175">19</reflink>]; Mukherji &amp; Albon, [<reflink idref="bib63" id="ref176">63</reflink>]).</p> <hd id="AN0176244747-20">Practice and research implications</hd> <p>Researcher-Participants of this Self-Study purport that their findings are well grounded to inform pre-service curriculum in post-secondary settings that offer early years credentials. Instrumental to this is overt recognition of the prevalence of trauma and its associated longitudinal unfavorable outcomes in degree course learning. The pre-service students who immersed themselves in this study impel college and university faculty to conduct further research to unveil preparedness, or lack thereof, in their programs. As this topic of study is expanded it could prove fruitful to determine if a mandatory trauma/TIP course for individuals working with children and families is appropriate, as proposed by some experts in the field (e.g., Herrenkohl, Hong, &amp; Verbrugge, [<reflink idref="bib36" id="ref177">36</reflink>]; Nicholson, Perez, &amp; Kurtz, [<reflink idref="bib64" id="ref178">64</reflink>]; Whitaker et al., [<reflink idref="bib88" id="ref179">88</reflink>]). In reflection of the scarcity of literature centered around TIP preparedness R-Ps posit that this study can be used as a linchpin for engaging in future research that captures the voices of other pre-service early years students and their professors, in-service professionals, and most importantly children and their families. In this matter a systemic tactic is obligatory as "connectedness to family, community, and culture – is more predictable of your mental health than your history of adversity" (Perry &amp; Winfrey, [<reflink idref="bib68" id="ref180">68</reflink>], p. 108). Also warranted is examination of college and university professors' preparedness and qualifications to teach both the theoretical and practice approaches main to TIP as currently in most higher learning settings this subject area is delivered by a third-party indicating that the professors themselves are not inadequately primed (Cummings, Addante, Swindell, &amp; Meadan, [<reflink idref="bib21" id="ref181">21</reflink>]; Douglass, Chickerella, &amp; Maroney, [<reflink idref="bib22" id="ref182">22</reflink>]).</p> <hd id="AN0176244747-21">Conclusion</hd> <p>This research is consequential in that literature asserts that childhood trauma is a widespread issue with protracted effects on children's holistic development and well-being (Herrenkohl, Hong, &amp; Verbrugge, [<reflink idref="bib36" id="ref183">36</reflink>]; Nicholson, Perez, &amp; Kurtz, [<reflink idref="bib64" id="ref184">64</reflink>]), and that pre-service educators possess minimal knowledge, training, and understandings about traumatology and trauma-informed practice (Brown et al., [<reflink idref="bib7" id="ref185">7</reflink>]; Douglass, Chickerella, &amp; Maroney, [<reflink idref="bib22" id="ref186">22</reflink>]; Foreman &amp; Bates, [<reflink idref="bib25" id="ref187">25</reflink>]; Miller &amp; Santos, [<reflink idref="bib62" id="ref188">62</reflink>]). In view of this four pre-service early years professionals implanted themselves in a Self-Study that was Social Constructivist anchored, and acted in binary roles as Researcher-Participant's to construct their own knowledge and understandings of TIP in the tandem with their pre-service degree learning. Prominent themes that emerged from the data suggest a lack of preparedness and underrepresentation of TIP content in pre-service course content. This requires purposive examination of content within college and university courses, coupled with designing an autonomous course that expressly contends with the complex fields of traumatology and TIP. Urgency sits in this agenda as the COVID-19 pandemic has compounded young children's susceptibility to psychological trauma (Cénat &amp; Dalexis, [<reflink idref="bib12" id="ref189">12</reflink>]; Fegert, Vitiello, Plener, &amp; Clemens, [<reflink idref="bib24" id="ref190">24</reflink>]), which is plausibly exacerbated by educator burnout (Crawford et al., [<reflink idref="bib18" id="ref191">18</reflink>]; Gómez-Dominguez, Navarro-Mateu, Prado-Gasco, &amp; Gómez-Dominguez, [<reflink idref="bib29" id="ref192">29</reflink>]). Accordingly, the emerging early years professionals that executed this study invite other pre-service and in-service early years professionals, and higher learning programs that are early years-focused, to delve into this branch of research to ascertain if they are proficiently equipped to embrace a trauma-informed stance in their pedagogical practice.</p> <hd id="AN0176244747-22">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0176244747-23"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref132" type="bt">1</bibl> <bibtext> Author note: This study was reviewed and approved by Fanshawe College's REB in January, 2022.</bibtext> </blist> </ref> <ref id="AN0176244747-24"> <title> References </title> <blist> <bibtext> Alan, B., Sariyev, H., &amp; Odabasi, H. F. (2021). Critical friendship in self-study. Journal of Qualitative Research in Education, 9 (25), 316 – 334. doi: 10.14689/enad.25.14</bibtext> </blist> <blist> <bibl id="bib2" idref="ref80" type="bt">2</bibl> <bibtext> Alisic, E. (2012). Teachers' perspectives on providing support to children after trauma: A qualitative study. School Psychology Quarterly, 27 (1), 51 – 59. doi: 10.1037/a0028590</bibtext> </blist> <blist> <bibl id="bib3" idref="ref20" type="bt">3</bibl> <bibtext> Barker, B., Sedgemore, K., Tourangeau, M., Lagimodiere, L., Milloy, J., &amp; DeBeck, K. (2019). Intergenerational trauma: The relationship between residential schools and the child welfare system among young people who use drugs in Vancouver, Canada. Journal of Adolescent Health, 65 (2), 248 – 254. doi: 10.1016/j.jadohealth.2019.01.022</bibtext> </blist> <blist> <bibl id="bib4" idref="ref5" type="bt">4</bibl> <bibtext> Bloom, S., &amp; Farragher, B. (2011). Destroying sanctuary: The crisis in human service deliverySystems. Oxford University Press. doi: 10.1093/acprof:oso/9780195374803.001.0001</bibtext> </blist> <blist> <bibl id="bib5" idref="ref138" type="bt">5</bibl> <bibtext> Bolderston, A. (2012). Conducting a research interview. Journal of Medical Imaging and Radiation Sciences, 43 (1), 66 – 76. doi: 10.1016/j.jmir.2011.12.002</bibtext> </blist> <blist> <bibl id="bib6" idref="ref32" type="bt">6</bibl> <bibtext> Breidenstine, A. S., Bailey, L. O., Zeanah, C. H., &amp; Larrieu, J. A. (2011). Attachment and trauma in early childhood: A review. Journal of Child &amp; Adolescent Trauma, 4 (4), 274 – 290. doi: 10.1080/19361521.2011.609155</bibtext> </blist> <blist> <bibl id="bib7" idref="ref84" type="bt">7</bibl> <bibtext> Brown, E. C., Freedle, A., Hurless, N. L., Miller, R. D., Martin, C., &amp; Paul, Z. (2020). Preparing teacher candidates for trauma-informed practices. Urban Education, 57 (4), 1 – 24. doi: 10.1177/0042085920974084</bibtext> </blist> <blist> <bibl id="bib8" idref="ref141" type="bt">8</bibl> <bibtext> Bullock, S. M., &amp; Ritter, J. K. (2011). Exploring the transition into academia through collaborative self-study. Studying Teacher Education, 7 (2), 171 – 181. doi: 10.1080/17425964.2011.591173</bibtext> </blist> <blist> <bibl id="bib9" idref="ref109" type="bt">9</bibl> <bibtext> Bullough, R., &amp; Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30 (3), 13 – 21. doi: 10.3102/0013189X030003013</bibtext> </blist> <blist> <bibtext> Butler, L., Critelli, F., &amp; Rinfrette, E. (2011). Trauma-informed care and mental health. Directions in Psychiatry, 31 (13), 197 – 210.</bibtext> </blist> <blist> <bibtext> Cassidy, J. (2008). The nature of the child's ties. In J. Cassidy &amp; P. R. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (pp. 3 – 22). New York : The Guilford Press.</bibtext> </blist> <blist> <bibtext> Cénat, J. M., &amp; Dalexis, R. D. (2020). The complex trauma spectrum during the COVID-19 pandemic: A threat for children and adolescents' physical and mental health. Psychiatry Research, 293, 1 – 3. doi: 10.1016/j.psychres.2020.113473</bibtext> </blist> <blist> <bibtext> Champine, R., Hoffman, E., Matlin, S., Strambler, M., &amp; Tebes, J. (2022). "What does it mean to be trauma-informed?": A mixed-methods study of a trauma-informed Community initiative. Journal of Child and Family Studies, 31 (2), 459 – 472. doi: 10.1007/s10826-021-02195-9</bibtext> </blist> <blist> <bibtext> Chudzik, M., Corr, C., &amp; Fisher, K. W. (2023). Trauma-informed care: The professional development needs of early childhood special education teachers. Journal of Early Intervention, 51 (1), 189 – 200. doi: 10.1007/s10643-021-01302-1</bibtext> </blist> <blist> <bibtext> Chudzik, M., Corr, C., &amp; Wolowiec-Fisher, K. (2023). Trauma: Early childhood special education teachers' attitudes and experiences. Early Childhood Education Journal, 51 (1), 189 – 200. doi: 10.1007/s10643-021-01302-1</bibtext> </blist> <blist> <bibtext> Corr, L., Cook, K., LaMontagne, A. D., Davis, E., &amp; Waters, E. (2017). Early childhood educator mental health: Performing the "national quality standard. Australasian Journal of Early Childhood, 42 (4), 97 – 105. doi: 10.23965/AJEC.42.4.11</bibtext> </blist> <blist> <bibtext> Cortazar, A., &amp; Herreros, F. (2010). Early attachment relationships and the early childhood curriculum. Contemporary Issues in Early Childhood, 11 (2), 192 – 202. doi: 10.2304/ciec.2010.11.2.192</bibtext> </blist> <blist> <bibtext> Crawford, A., Vaughn, K., Guttentag, C., Varghese, C., Oh, Y., &amp; Tucker, T. (2021). "Doing what I can, but I got no magic wand:" a snapshot of early childhood educator experiences and efforts to ensure quality during the COVID-19 pandemic. Early Childhood Education Journal, 49 (5), 829 – 840. doi: 10.1007/s10643-021-01215-z</bibtext> </blist> <blist> <bibtext> Creswell, J., &amp; Poth, C. (2018). Qualitative inquiry &amp; research design. Choosing among five approaches (4 th ed.). Thousand Oaks : SAGE.</bibtext> </blist> <blist> <bibtext> Cruz, D., Litchen, M., Berg, K., &amp; Preethi, G. (2022). Developmental trauma: Conceptual framework, associated risks and comorbidities, and evaluation and treatment. Frontiers in Psychiatry / Frontiers Research Foundation, 13, 1 – 14. doi: 10.3389/fpsyt.2022.800687</bibtext> </blist> <blist> <bibtext> Cummings, K. P., Addante, S., Swindell, J., &amp; Meadan, H. (2017). Creating supportive environments for children who have had exposure to traumatic events. Journal of Child and Family Studies, 26 (10), 2728 – 2741. doi: 10.1007/s10826-017-0774-9</bibtext> </blist> <blist> <bibtext> Douglass, A., Chickerella, R., &amp; Maroney, M. (2021). Becoming trauma-informed: A case study of early educator professional development and organizational change. Journal of Early Childhood Teacher Education, 42 (2), 182 – 202. doi: 10.1080/10901027.2021.1918296</bibtext> </blist> <blist> <bibtext> Downey, C., &amp; Crummy, A. (2022). The impact of childhood trauma on children's wellbeing and adult behavior. European Journal of Trauma &amp; Dissociation, 6 (1), 1 – 8. doi: 10.1016/j.ejtd.2021.100237</bibtext> </blist> <blist> <bibtext> Fegert, J., Vitiello, B., Plener, P., &amp; Clemens, V. (2020). Challenges and burden of the coronavirus 2019 (COVID-19) pandemic for child and adolescent mental health: A narrative review to highlight clinical and research needs in the acute phase and the long return to normality. Child Adolesc Psychiatry Ment Health, 14 (20), 2 – 11. doi: 10.1186/s13034-020-00329-3</bibtext> </blist> <blist> <bibtext> Foreman, T., &amp; Bates, P. (2021). Equipping preservice teachers with trauma informed care for the classroom. Northwest Journal of Teacher Education, 16 (1). doi: 10.15760/nwjte.2021.16.1.2</bibtext> </blist> <blist> <bibtext> Forkey, H., Szilagyi, M., Kelly, E., Duffee, J., Springer, S. H., Fortin, K., &amp; Waite, D. (2021). Trauma-informed care. Pediatrics, 148 (2), 1 – 26. doi: 10.1542/peds.2021-052580</bibtext> </blist> <blist> <bibtext> Garay, B., Lasarte, G., CorresMedrano, I., &amp; Santamaríagoicuria, I. (2022). Why should educators receive training in childhood trauma? In Trends in psychology.</bibtext> </blist> <blist> <bibtext> Gheradi, S., Garcia, M., &amp; Stoner, A. (2021). Just trauma-informed schools: Theoretical gaps, practice considerations and new directions. International Journal of School Social Work, 6 (1), 1 – 26. doi: 10.4148/2161-4148.1070</bibtext> </blist> <blist> <bibtext> Gómez-Dominguez, V., Navarro-Mateu, Prado-Gasco, V., &amp; Gómez-Dominguez, T. (2022). How much do we care about teacher burnout during the pandemic: A bibliometric review. International Journal of Environmental Research and Public Health, 19 (12), 2 – 24. doi: 10.3390/ijerph19127134</bibtext> </blist> <blist> <bibtext> Goodman, L. A., Sullivan, C. M., Serrata, J., Perilla, J., Wilson, J. M., Fauci, J. E., &amp; DiGiovanni, C. D. (2016). Development and validation of the trauma-informed practice scales. Journal of Community Psychology, 44 (6), 747 – 764. doi: 10.1002/jcop.21799</bibtext> </blist> <blist> <bibtext> Green, B., Saunders, P., Power, E., Dass-Brailsford, P., Schelbert, K. ... Mete, M. (2016). Trauma-informed medical care: Patient response to a primary care provider communication training. Journal of Loss &amp; Trauma, 21 (2), 147 – 159. doi: 10.1080/15325024.2015.1084854</bibtext> </blist> <blist> <bibtext> Guest, K., MacQueen, K., &amp; Namey, E. (2012). Applied thematic analysis. SAGE Publications, Inc. doi: 10.4135/9781483384436</bibtext> </blist> <blist> <bibtext> Hales, T., Kusmaul, N., &amp; Nochajski, T. (2017). Exploring the dimensionality of trauma-informed care: Implications for theory and practice. Human Service Organizations, Management, Leadership &amp; Governance, 41 (3), 317 – 325. doi: 10.1080/23303131.2016.1268988</bibtext> </blist> <blist> <bibtext> Hamilton, M., &amp; Pinnegar, S. (2000). On the threshold of a new century: Trustworthiness, Integrity, and self-study in teacher education. Journal of Teacher Education, 51 (3), 234 – 240. doi: 10.1177/0022487100051003012</bibtext> </blist> <blist> <bibtext> Harris, M., &amp; Fallot, R. D. (Eds.). (2001). Using trauma theory to design service systems. New Directions for mental health Services. San Francisco : Jossey-Bass.</bibtext> </blist> <blist> <bibtext> Herrenkohl, T. I., Hong, S., &amp; Verbrugge, B. (2019). Trauma-informed programs based in schools: Linking concepts to practices and assessing the evidence. American Journal of Community Psychology, 63 (3–4), 373 – 388. doi: 10.1002/ajcp.12362</bibtext> </blist> <blist> <bibtext> Hobbs, C., Paulsen, D., &amp; Thomas, P. (2019). Trauma-informed practice for pre-service teachers. Education. Oxford University Press. doi: 10.1093/acrefore/9780190264093.013.1435</bibtext> </blist> <blist> <bibtext> Holmes, C., Levy, M., Smith, A., Pinne, S., &amp; Neese, P. (2015). A model for creating a supportive trauma-informed culture for children in preschool settings. Journal of Child &amp; Family Studies, 24 (6), 1650 – 1659. doi: 10.1007/s10826-014-9968-6</bibtext> </blist> <blist> <bibtext> Hopper, E., Bassuk, E., &amp; Olivet, J. (2010). Shelter from the storm: Trauma-informed care in homelessness service settings. The Open Services and Policy Journal, 3 (1), 80 – 100. doi: 10.2174/1874924001003010080</bibtext> </blist> <blist> <bibtext> Idris, K., Eskender, S., Yosief, A., &amp; Demoz, B. (2021). Learning to teach self-study in improving data management practices of student-teachers during an action research course. Education Inquiry, 13 (3), 304 – 320. doi: 10.1080/20004508.2021.1892332</bibtext> </blist> <blist> <bibtext> Isobel, S., McCloughen, A., Goodyear, M., &amp; Foster, K. (2021). Intergenerational trauma and its relationship to mental health care: A qualitative inquiry. Community Mental Health Journal, 57 (4), 631 – 643. doi: 10.1007/s10597-020-00698-1</bibtext> </blist> <blist> <bibtext> Jamshed, S. (2014). Qualitative research method-interviewing and observation. Journal of Clinic Pharmacy, 5 (4), 87 – 88. doi: 10.4103/0976-0105.141942</bibtext> </blist> <blist> <bibtext> Johnson, S. (2019). Attachment theory in practice. Emotionally focused therapy (EFT) with individuals, couples, and families. New York, NY : The Guilford Press.</bibtext> </blist> <blist> <bibtext> Johnson, H., Mathis, J., Short, K., Johnson, H., Mathis, J., &amp; Short, K. G. (2019). Critical content analysis of visual images in books for young people. Routledge. doi: 10.4324/9780429426469</bibtext> </blist> <blist> <bibtext> Kaitz, M., Levy, M., Ebstein, R., Faraone, S., &amp; Mankuta, D. (2009). The intergenerational effects of trauma from terror: A real possibility. Infant Mental Health Journal, 30 (2), 158 – 179. doi: 10.1002/imhj.20209</bibtext> </blist> <blist> <bibtext> Kessler, R. C., Aguilar-Gaxiola, S., Alonso, J., Benjet, C., Bromet, E. ... Koenen, K. (2017). Trauma and PTSD in the WHO world mental health surveys. European Journal of Psychotraumatology, 8 (5). doi: 10.1080/20008198.2017.1353383</bibtext> </blist> <blist> <bibtext> Khalaf, M. (2019). The relationship between female genital mutilation and post-traumatic stress disorder with rural girls: Implications for trauma-informed social work practice. Egyptian Journal of Social Work, 8 (1), 16 – 39. doi: 10.21608/ejsw.2018.4382.1002</bibtext> </blist> <blist> <bibtext> Kimberg, L., &amp; Wheeler, M. (2019). Trauma and trauma-informed care. In M. R. Gerber (Ed.), Trauma-informed health care approaches (pp. 25 – 56). Switzerland : Springer International Publishing.</bibtext> </blist> <blist> <bibtext> Kim, S., Crooks, C., Bax, K., &amp; Shokoohi, M. (2021). Impact of trauma-informed training and Mindfulness-based Social–emotional learning program on Teacher attitudes and burnout: A mixed-methods study. School Mental Health, 13 (1), 55 – 68. doi: 10.1007/s12310-020-09406-6</bibtext> </blist> <blist> <bibtext> Kitchen, J., &amp; Stevens, D. (2004). Self-study in action research: Teacher educators review their project and practice. Department of Curriculum, Teaching and Learning. Ontario Institute for Studies in Education of the University of Toronto. https://<ulink href="http://www.researchgate.net/publications/253479927">www.researchgate.net/publications/253479927</ulink></bibtext> </blist> <blist> <bibtext> Knight, C. (2019). Trauma informed practice and care: Implications for field instruction. Clinical Social Work Journal, 47 (1), 79 – 89. doi: 10.1007/s10615-018-0661-x</bibtext> </blist> <blist> <bibtext> Ko, S., Julian, F., Kassam-Adams, N., Berkowitz, S., Wilson, C. ... Layne, C. (2008). Creating trauma-informed systems: Child welfare, education, first responders, health care, juvenile justice. Professional Psychology: Research and Practice, 39 (4), 396 – 404. doi: 10.1037/0735-7028.39.4.396</bibtext> </blist> <blist> <bibtext> Kyngäs, H., Mikkonen, K., Kääriäinen, M., Kyngäs, H., Mikkonen, K., &amp; Kääriäinen, M. (2020). The application of content analysis in nursing science research. Switzerland, AG : Springer International Publishing. doi: 10.1007/978-3-030-30199-6</bibtext> </blist> <blist> <bibtext> Leitch, L. (2017). Actions steps using ACES and trauma-informed care: A resilience model. Health &amp; Justice, 5 (5), 2 – 10. doi: 10.1186/s40352-017-0050-5</bibtext> </blist> <blist> <bibtext> Levenson, J. (2020). Translating trauma-informed principles into social work practice. Social Work, 65 (3), 288 – 298. doi: 10.1093/sw/swaa020</bibtext> </blist> <blist> <bibtext> Liu, L. (2016). Using generic inductive approach in qualitative educational research: A case study analysis. Journal of Education &amp; Learning, 5 (2), 129 – 135. doi: 10.5539/jel.v5n2p129</bibtext> </blist> <blist> <bibtext> Loomis, A. M. (2018). The role of preschool as a point of intervention and prevention for trauma-exposed children: Recommendations for practice, policy, and research. Topics in Early Childhood Special Education, 38 (3), 1 – 12. doi: 10.1177/0271121418789254</bibtext> </blist> <blist> <bibtext> Manning, J. (2017). In vivo coding. In J. Matthes (Ed.), The international encyclopedia of communication research methods (pp. 1 – 2). New York, NY : Wiley-Blackwell. doi: 10.1002/9781118901731.iecrm0270</bibtext> </blist> <blist> <bibtext> McCartan, F. K. (2020). Trauma-informed practice. Her Majesty's Inspectorate of Probation. https://uwe-repository.worktribe.com/output/6004001/trauma-informed-practice.</bibtext> </blist> <blist> <bibtext> McKee, B., &amp; Dillenburger, K. (2012). Effectiveness of child protection training for pre-service early childhood educators. International Journal of Educational Research, 53, 348 – 359. doi: 10.1016/j.ijer.2012.04.008</bibtext> </blist> <blist> <bibtext> Miller, K., &amp; Flint-Stipp, K. (2019). Preservice teacher burnout: Secondary trauma and self-care issues in teacher education. Issues in Teacher Education, 28 (2), 28 – 45.</bibtext> </blist> <blist> <bibtext> Miller, D., &amp; Santos, R. M. (2020). The characteristics among maltreatment, special education service delivery, and personal preparation. The Journal of Special Education, 54 (4), 216 – 225. doi: 10.1177/0022466919836278</bibtext> </blist> <blist> <bibtext> Mukherji, P., &amp; Albon, D. (2015). Research methods in early childhood. An introductory guide (2 nd ed.). Los Angeles : SAGE.</bibtext> </blist> <blist> <bibtext> Nicholson, J., Perez, L., &amp; Kurtz, J. (2019). Trauma-informed practices for early childhood educators. Routledge. doi: 10.4324/9781315141756</bibtext> </blist> <blist> <bibtext> Ogle, C., Rubin, D., &amp; Siegler, I. (2015). The relation between insecure attachment and posttraumatic stress: Early life versus adulthood traumas. Psychological Trauma: Theory, Research, Practice and Policy, 7 (4), 324 – 332. doi: 10.1037/tra0000015</bibtext> </blist> <blist> <bibtext> Palfrey, N., Reay, R., &amp; Riordan, D. (2018). Achieving change through the implementation of a trauma-informed care training program within a mental health service. Community Mental Health Journal, 55 (3), 467 – 475. doi: 10.1007/s10597-018-0272-6</bibtext> </blist> <blist> <bibtext> Parker, J., Olson, S., &amp; Bunde, J. (2019). The impact of trauma-based training on educators. Journal of Child and Adolescent Trauma, 13 (2), 217 – 227. doi: 10.1007/s40653-019-00261-5</bibtext> </blist> <blist> <bibtext> Perry, B., &amp; Winfrey, O. (2021). What happened to you? Conversations on trauma, resilience, and healing. New York : Flatiron Books.</bibtext> </blist> <blist> <bibtext> Petrillo, M. (2021). 'We've all got a big story' experiences of a trauma-informed intervention in prison. The Howard Journal of Crime and Justice, 60 (2), 232 – 250. doi: 10.1111/hojo.12408</bibtext> </blist> <blist> <bibtext> Petroelje, E., Frambaugh-Kritzer, C., Freese, A., &amp; Persson, A. (2019). Investigating critical friendship: Peeling back the layers. Studying Teacher Education, 15 (1), 19 – 30. doi: 10.1080/17425964.2019.1580010</bibtext> </blist> <blist> <bibtext> Pinnegar, E., &amp; Quiles-Fernandez, E. (2018). A self-study of researcher relationship with research participants. Studying Teacher Education, 14 (3), 284 – 295. doi: 10.1080/17425964.2018.1541287</bibtext> </blist> <blist> <bibtext> Powell, B., Cooper, G., Hoffman, K., &amp; Marvin, B. (2016). The circle of security intervention. Enhancing attachment in early parent-child relationships. New York : Guilford Press.</bibtext> </blist> <blist> <bibtext> Rahimi, R., Liston, D., Adkins, K., &amp; Nourzad, J. (2021). Teacher awareness of trauma informed practice: Raising awareness in southeast Georgia. Georgia Educational Researcher, 18 (2), 71 – 87. doi: 10.20429/ger.2021.180204</bibtext> </blist> <blist> <bibtext> Ritter, J. (2017). Those who can do self-study, do self-study: But can they teach it? Studying Teacher Education, 13 (1), 1 – 16. doi: 10.1080/17425964.2017.1286579</bibtext> </blist> <blist> <bibtext> Sabatier, C., &amp; Bullock, S. (2018). Understanding the origins of our pedagogies of teacher education: Crossing borders through "tricky cases. In D. Garbett &amp; A. Ovens (Eds.), Pushing boundaries and crossing borders: Self-study as a means for researching pedagogy (pp. 271 – 278). Herstmonceux, UK : S-STEP.</bibtext> </blist> <blist> <bibtext> Samaras, A. (2010). Self-study teacher research. Improving your practice through collaborative inquiry. SAGE. doi: 10.4135/9781452230481</bibtext> </blist> <blist> <bibtext> Samaras, A., Hjalmarson, M., Bland, L., &amp; Nelson, J. (2019). Self-study as a method for engaging STEM faculty in transformative change to improve teaching. International Journal of Teaching and Learning in Higher Education, 31 (2), 195 – 213.</bibtext> </blist> <blist> <bibtext> Samaras, A., Karczmarczyk, D., Smith, L., Woodville, L., Harmon, L. ... Swanson, R. (2014). Apedagogy changer: Transdisciplinary faculty self-study. Perspectives in Education, 32 (2), 117 – 135.</bibtext> </blist> <blist> <bibtext> SAMHSA (Substance Abuse and Mental Health Services Administration). 2014. Trauma-informed care in behavioral health services: Treatment improvement protocol (TIP) series 57 (HHS publication no. SMA 13-4801). Rockville, MD : Substance Abuse and Mental Health Services Administration. Retrieved November/15/18 Google Scholar https://store.samhsa.gov/system/files/sma14-4816.pdf</bibtext> </blist> <blist> <bibtext> Sansbury, B., Graves, K., &amp; Scott, W. (2015). Managing traumatic stress responses among clinicians: Individual and organizational tools for self-care. Trauma, 17 (2), 114 – 122. doi: 10.1177/1460408614551978</bibtext> </blist> <blist> <bibtext> Schmidt, R. H., Bopp, C., &amp; Poole, N. (2015). Trajectories of women's homelessness in Canada's northern territories. International Journal of Circumpolar Health, 74 (1), 1 – 10. doi: 10.3402/ijch.v74.29778</bibtext> </blist> <blist> <bibtext> Sweeney, A., &amp; Taggart, D. (2018). (Mis)understanding trauma-informed approaches in mental health. Journal of Mental Health, 27 (5), 383 – 387. doi: 10.1080/09638237.2018.1520973</bibtext> </blist> <blist> <bibtext> Tebes, J., Champine, R., Matlin, S., &amp; Strambler, M. (2019). Population health and trauma-informed practice: Implications for programs, systems, and policies. American Journal of Community Psychology, 64 (3), 494 – 508. doi: 10.1002/ajcp.12382</bibtext> </blist> <blist> <bibtext> Tehrani, N. (2007). The cost of caring-the impact of secondary trauma on assumptions, values, and beliefs. Counselling Psychology Quarterly, 20 (4), 325 – 339. doi: 10.1080/09515070701690069</bibtext> </blist> <blist> <bibtext> Tidwell, D., Heston, M., &amp; Fitzgerald, L. (2009). Research methods for the self-study of practice. New York : Springer.</bibtext> </blist> <blist> <bibtext> Vanassche, E., &amp; Kelchtermans, G. (2015). The state of the art in self-study of teacher education practices: A systematic literature review. Journal of Curriculum Studies, 47 (4), 508 – 528. doi: 10.1080/00220272.2014.995712</bibtext> </blist> <blist> <bibtext> Webb, T. (2016). Children exposed to violence. A developmental informed response for the criminal justice system. Journal of Child and Adolescent Trauma, 9 (3), 183 – 189. doi: 10.1007/s40653-015-0069-5</bibtext> </blist> <blist> <bibtext> Whitaker, R., Herman, A., Dearth-Wesley, T., Smith, H., Burnim, S. ... Kainz, K. (2019). Effect of a trauma-awareness course on teachers' perceptions of Conflict with preschool-Aged children from Low-Income Urban Households. JAMA Network, American Medical Association, 2 (4), 1 – 12. doi: 10.1001/jamanetworkopen.2019.3193</bibtext> </blist> <blist> <bibtext> Wilson-Ali, N., Barratt-Pugh, C., &amp; Knaus, M. (2019). Multiple perspectives on attachment theory: Investigating educators' knowledge and understanding. Australian Journal of Early Childhood, 44 (3), 215 – 229. doi: 10.1177/1836939119855214</bibtext> </blist> <blist> <bibtext> Wilson, J., Fauci, J., &amp; Goodman, L. (2015). Bringing trauma-informed practice to domestic violence programs: A qualitative analysis of current approaches. American Journal of Orthopsychiatry, 85 (6), 586 – 599. doi: 10.1037/ort0000098</bibtext> </blist> <blist> <bibtext> Wilson, C., Pence, M. D., &amp; Conradi, L. (2013). Trauma-informed care. Encyclopedia of Social Work. doi: 10.1093/acrefore/9780199975839.013.1063</bibtext> </blist> <blist> <bibtext> Yehuda, H., Halligan, L. S., &amp; Grossman, R. (2001). Childhood trauma and risk for PTSD: Relationship to intergenerational effects of trauma, parental PTSD, and cortisol excretion. Development and Psychopathology, 13 (3), 733 – 753. doi: 10.1017/S0954579401003170</bibtext> </blist> <blist> <bibtext> Yehuda, R., &amp; Lehrner, A. (2018). Intergenerational transmission of trauma effects: Putative role of epigenetic mechanisms. World Psychiatry, 17 (3), 243 – 257. doi: 10.1002/wps.20568</bibtext> </blist> <blist> <bibtext> Young, A., Kenardy, J., &amp; Cobham, V. (2011). Trauma in early childhood: A neglected population. Clinical Child &amp; Family Psychology Review, 14 (3), 231 – 250. doi: 10.1007/s10567-011-0094-3</bibtext> </blist> <blist> <bibtext> Žukauskas, P., Vveinhardt, J., &amp; Andriukaitiene, R. (2018). Philosophy and paradigm of scientific research. In Management culture and corporate social responsibility (pp. 121 – 139). IntechOpen. 10.5772/intechopen.70628</bibtext> </blist> </ref> <aug> <p>By Tina Bonnett; Elizabeth Gould; Courtney Gratton; Sumera Malik and Jenna Zinck</p> <p>Reported by Author; Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib10" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib26" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib41" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib93" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib30" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib33" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib61" firstref="ref8"></nolink> <nolink nlid="nl8" bibid="bib64" firstref="ref9"></nolink> <nolink nlid="nl9" bibid="bib22" firstref="ref10"></nolink> <nolink nlid="nl10" bibid="bib28" firstref="ref11"></nolink> <nolink nlid="nl11" bibid="bib62" firstref="ref12"></nolink> <nolink nlid="nl12" bibid="bib60" firstref="ref13"></nolink> <nolink nlid="nl13" bibid="bib25" firstref="ref15"></nolink> <nolink nlid="nl14" bibid="bib67" firstref="ref16"></nolink> <nolink nlid="nl15" bibid="bib57" firstref="ref17"></nolink> <nolink nlid="nl16" bibid="bib91" firstref="ref21"></nolink> <nolink nlid="nl17" bibid="bib92" firstref="ref22"></nolink> <nolink nlid="nl18" bibid="bib43" firstref="ref25"></nolink> <nolink nlid="nl19" bibid="bib36" firstref="ref26"></nolink> <nolink nlid="nl20" bibid="bib59" firstref="ref27"></nolink> <nolink nlid="nl21" bibid="bib73" firstref="ref28"></nolink> <nolink nlid="nl22" bibid="bib88" firstref="ref31"></nolink> <nolink nlid="nl23" bibid="bib45" firstref="ref33"></nolink> <nolink nlid="nl24" bibid="bib94" firstref="ref34"></nolink> <nolink nlid="nl25" bibid="bib23" firstref="ref35"></nolink> <nolink nlid="nl26" bibid="bib46" firstref="ref37"></nolink> <nolink nlid="nl27" bibid="bib14" firstref="ref38"></nolink> <nolink nlid="nl28" bibid="bib15" firstref="ref39"></nolink> <nolink nlid="nl29" bibid="bib20" firstref="ref41"></nolink> <nolink nlid="nl30" bibid="bib65" firstref="ref44"></nolink> <nolink nlid="nl31" bibid="bib11" firstref="ref45"></nolink> <nolink nlid="nl32" bibid="bib72" firstref="ref46"></nolink> <nolink nlid="nl33" bibid="bib27" firstref="ref49"></nolink> <nolink nlid="nl34" bibid="bib17" firstref="ref53"></nolink> <nolink nlid="nl35" bibid="bib89" firstref="ref54"></nolink> <nolink nlid="nl36" bibid="bib90" firstref="ref55"></nolink> <nolink nlid="nl37" bibid="bib66" firstref="ref56"></nolink> <nolink nlid="nl38" bibid="bib82" firstref="ref57"></nolink> <nolink nlid="nl39" bibid="bib52" firstref="ref58"></nolink> <nolink nlid="nl40" bibid="bib31" firstref="ref60"></nolink> <nolink nlid="nl41" bibid="bib48" firstref="ref61"></nolink> <nolink nlid="nl42" bibid="bib39" firstref="ref62"></nolink> <nolink nlid="nl43" bibid="bib81" firstref="ref63"></nolink> <nolink nlid="nl44" bibid="bib69" firstref="ref64"></nolink> <nolink nlid="nl45" bibid="bib87" firstref="ref65"></nolink> <nolink nlid="nl46" bibid="bib47" firstref="ref66"></nolink> <nolink nlid="nl47" bibid="bib55" firstref="ref67"></nolink> <nolink nlid="nl48" bibid="bib38" firstref="ref68"></nolink> <nolink nlid="nl49" bibid="bib35" firstref="ref71"></nolink> <nolink nlid="nl50" bibid="bib79" firstref="ref73"></nolink> <nolink nlid="nl51" bibid="bib51" firstref="ref75"></nolink> <nolink nlid="nl52" bibid="bib83" firstref="ref78"></nolink> <nolink nlid="nl53" bibid="bib21" firstref="ref79"></nolink> <nolink nlid="nl54" bibid="bib37" firstref="ref81"></nolink> <nolink nlid="nl55" bibid="bib84" firstref="ref95"></nolink> <nolink nlid="nl56" bibid="bib54" firstref="ref99"></nolink> <nolink nlid="nl57" bibid="bib80" firstref="ref100"></nolink> <nolink nlid="nl58" bibid="bib13" firstref="ref107"></nolink> <nolink nlid="nl59" bibid="bib71" firstref="ref110"></nolink> <nolink nlid="nl60" bibid="bib95" firstref="ref111"></nolink> <nolink nlid="nl61" bibid="bib19" firstref="ref112"></nolink> <nolink nlid="nl62" bibid="bib44" firstref="ref113"></nolink> <nolink nlid="nl63" bibid="bib74" firstref="ref114"></nolink> <nolink nlid="nl64" bibid="bib86" firstref="ref115"></nolink> <nolink nlid="nl65" bibid="bib40" firstref="ref116"></nolink> <nolink nlid="nl66" bibid="bib50" firstref="ref117"></nolink> <nolink nlid="nl67" bibid="bib85" firstref="ref118"></nolink> <nolink nlid="nl68" bibid="bib78" firstref="ref119"></nolink> <nolink nlid="nl69" bibid="bib76" firstref="ref121"></nolink> <nolink nlid="nl70" bibid="bib70" firstref="ref123"></nolink> <nolink nlid="nl71" bibid="bib63" firstref="ref126"></nolink> <nolink nlid="nl72" bibid="bib42" firstref="ref131"></nolink> <nolink nlid="nl73" bibid="bib53" firstref="ref133"></nolink> <nolink nlid="nl74" bibid="bib56" firstref="ref134"></nolink> <nolink nlid="nl75" bibid="bib32" firstref="ref136"></nolink> <nolink nlid="nl76" bibid="bib58" firstref="ref137"></nolink> <nolink nlid="nl77" bibid="bib34" firstref="ref139"></nolink> <nolink nlid="nl78" bibid="bib75" firstref="ref142"></nolink> <nolink nlid="nl79" bibid="bib77" firstref="ref146"></nolink> <nolink nlid="nl80" bibid="bib68" firstref="ref147"></nolink> <nolink nlid="nl81" bibid="bib16" firstref="ref169"></nolink> <nolink nlid="nl82" bibid="bib49" firstref="ref172"></nolink> <nolink nlid="nl83" bibid="bib12" firstref="ref189"></nolink> <nolink nlid="nl84" bibid="bib24" firstref="ref190"></nolink> <nolink nlid="nl85" bibid="bib18" firstref="ref191"></nolink> <nolink nlid="nl86" bibid="bib29" firstref="ref192"></nolink> |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1418436 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Trauma-Informed Practice: A Self-Study Examining the Readiness of Pre-Service Early Years Professionals – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tina+Bonnett%22">Tina Bonnett</searchLink><br /><searchLink fieldCode="AR" term="%22Elizabeth+Gould%22">Elizabeth Gould</searchLink><br /><searchLink fieldCode="AR" term="%22Courtney+Gratton%22">Courtney Gratton</searchLink><br /><searchLink fieldCode="AR" term="%22Sumera+Malik%22">Sumera Malik</searchLink><br /><searchLink fieldCode="AR" term="%22Jenna+Zinck%22">Jenna Zinck</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Childhood+Teacher+Education%22"><i>Journal of Early Childhood Teacher Education</i></searchLink>. 2024 45(1):118-136. – Name: Avail Label: Availability Group: Avail Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 19 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Trauma%22">Trauma</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Content%22">Course Content</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Curriculum%22">Teacher Education Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Base+for+Teaching%22">Knowledge Base for Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/10901027.2023.2257147 – Name: ISSN Label: ISSN Group: ISSN Data: 1090-1027<br />1745-5642 – Name: Abstract Label: Abstract Group: Ab Data: Childhood psychological trauma is currently gleaning attention in many fields of study. Subsequently, Trauma-Informed Practice (TIP) is becoming integral to many organizations that service children and families. A gap, however, is noted in literature between this approach to practice and pre-service early years professionals who study to work in care and education settings as either early childhood educators or teachers. Furthermore TIP, using Self-Study (SS) methodology, is deficient in literature. Thus, a Self-Study was enacted by four pre-service early years professionals, in their fourth and final year of their degree, to investigate their preparedness to employ TIP in their work post-graduation. A Critical Friend, versed in this topic, engaged in this study as this is habitual to SS methodology. Findings of this research convey that TIP is covertly addressed in course content, indicating that this area of pedagogy requires more explicit attention in pre-service curriculum. Outcomes of this study also illuminate the urgency for early years professionals to address their own adverse experiences so that they are situated to cultivate attuned and responsive trauma-informed climates in their pedagogical practice. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1418436 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1418436 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10901027.2023.2257147 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 118 Subjects: – SubjectFull: Trauma Type: general – SubjectFull: Preschool Teachers Type: general – SubjectFull: Preschool Education Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Preservice Teacher Education Type: general – SubjectFull: Educational Practices Type: general – SubjectFull: Preservice Teachers Type: general – SubjectFull: Course Content Type: general – SubjectFull: Teacher Education Curriculum Type: general – SubjectFull: Knowledge Base for Teaching Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Canada Type: general Titles: – TitleFull: Trauma-Informed Practice: A Self-Study Examining the Readiness of Pre-Service Early Years Professionals Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tina Bonnett – PersonEntity: Name: NameFull: Elizabeth Gould – PersonEntity: Name: NameFull: Courtney Gratton – PersonEntity: Name: NameFull: Sumera Malik – PersonEntity: Name: NameFull: Jenna Zinck IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 1090-1027 – Type: issn-electronic Value: 1745-5642 Numbering: – Type: volume Value: 45 – Type: issue Value: 1 Titles: – TitleFull: Journal of Early Childhood Teacher Education Type: main |
| ResultId | 1 |
