Assessing teachers’ attitudes, dispositions, and readiness for implementing trauma-informed approaches in the classroom
Authors
Pierson, Shannon
Issue Date
2023-03
Degree
HDip in Psychology
Publisher
Dublin Business School
Rights holder
Rights
Abstract
The study aimed to explore the readiness of teachers to implement Trauma-Informed Care through their attitudes, dispositions, and readiness. Variables explored to represent these factors was burnout, secondary traumatic stress, compassion satisfaction, attitudes and coping self-efficacy. Participants (N=45) completed an anonymous online survey which included questions from the Attitudes Related to Trauma-Informed Care (ARTIC-10), Professional Quality of Life Scale (ProQOL) and Coping Self-Efficacy Scale (CSES). Results indicated a significant result between attitudes and compassion satisfaction and coping self-efficacy and secondary traumatic stress. However, upon analysis, a nonsignificant relationship between burnout and compassion satisfaction was reported. The findings highlight Irish teachers’ openness and readiness to implement a trauma-informed curriculum.