Professional Experience in Times of COVID-19

This study examined the preparedness and capabilities of pre-service teachers in the midst of the COVID-19 pandemic when many schools were teaching online. The university curriculum was adapted to enable pre-service teachers to explore suitable pedagogies to not only teach remotely but to engage their students using contemporary technology-based learning materials. The school in this study was in a low socio-economic area with diverse students, many with a language back-ground other than English. This study was thus positioned at the intersection of what is known as trauma-informed education, professional learning and the resilience of both practising and pre-service teachers. The study used a case-study method-ology with data collected from online surveys and group interviews on Zoom. The participants were pre-service teachers from the university and staff, including super-vising teachers, from the school. The data from both the surveys and the group inter-views were analysed thematically, guided by a theoretical framework addressing the intersection of resilience, trauma-informed education, and professional learning. Resilience in coping with the unusual classroom context was enhanced by the smaller number of students in class;the greater range of life experiences of the more mature pre-service teachers;and the skills and experience of the school's teachers to support and mentor the pre-service teachers. The guidance provided by the university in conjunction with the experience of the school's teachers enhanced the pre-service teachers' ability to manage trauma-affected students. The greatest source of trauma was when students who were learning remotely returned to school as they struggled to catch up on work missed and the mental-health issues that resulted. Pre-service teachers stated that as a result of the combination of the adapted university course work and the practical learning during professional experience their preparedness was significantly enhanced. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023, corrected publication 2023.

Disproportionate impact of abortion restriction: Implications for emergency department clinicians.

Individuals experiencing intimate partner violence (IPV) and/or human trafficking (HT) are at increased risk of severe health consequences as a result of legislation criminalizing and/or restricting abortion, which is expected to increase as a result of the Supreme Court decision Dobbs v. Jackson. These risks are further stratified by race, socioeconomics, and other marginalizing demographic attributes. IPV and HT introduce barriers to maintaining physical and mental health, due to control of access to transportation and funds by the abuser, fear of retribution for seeking healthcare, and other barriers. Individuals experiencing IPV or HT often lack reproductive autonomy, as a result of facing reproductive coercion at the hands of their abusers. Following the Dobbs decision, these vulnerable patient populations will face further limitations on their reproductive autonomy and increased obstacles to obtaining an abortion if they medically need or desire one. This will likely result in more patients presenting to the emergency department due to complications from unsafe or unsupervised self-managed abortions, as well as patients being reluctant to report having obtained an unlawful abortion due to fear of legal consequences. This is particularly relevant to individuals experiencing IPV and HT, as they may be more likely to use these methods for obtaining an abortion due to numerous barriers. Emergency medicine clinicians are vital in providing care to these patients, as they frequently present to emergency departments. A multi-pronged approach to better support these patients is essential, involving an increased index of suspicion for IPV, HT or the complications of unsupervised abortion, improved organizational structures, specialized training for staff, improved screening methods, reflection on implicit bias, and recommendations for mindful documentation and legal considerations.

The social and emotional wellbeing needs of Aboriginal staff in out of home care: Walking in two worlds.

BACKGROUND: There is a disproportionate representation of Aboriginal children in the Australian Out of Home Care system. An important strategy to ensure Aboriginal children experience trauma informed care that is culturally situated is to have access to Aboriginal practitioners. The experiences of Aboriginal practitioners working in Aboriginal Out of Home Care have not been explored thoroughly. PARTICIPANTS AND SETTING: This community led research was undertaken on Dharawal Country on the South Coast of the Illawarra region, Australia with an Out of Home Care program managed by an Aboriginal Community Controlled Organisation. The study included Aboriginal (n = 50) and non-Aboriginal (n = 3) participants connected through employment or community membership to the organisation. OBJECTIVE: We aimed to explore the wellbeing needs of Aboriginal practitioners working with Aboriginal children in Aboriginal Out of Home Care. METHODS: This co-designed qualitative research project used yarning sessions (individual and group), co-analysis with co-researchers, document analysis and reflexive writing. FINDINGS: Aboriginal practitioners are required to bring their cultural expertise to their work and with this, there is an expectation of cultural leadership and the fulfilling of cultural responsibilities. These elements bring with them emotional labour that must be acknowledged and accounted for in working in the Out of Home Care sector. CONCLUSION: The findings point to the importance of establishing an organisational social and emotional wellbeing framework in recognition of Aboriginal practitioner's specific needs, centring cultural participation as a key wellbeing and trauma informed strategy.

Optimizing the pediatric patient centered care medical home through a trauma informed care lens

The need for mental health services in primary care settings to address trauma remains a pressing issue for pediatrics. The existing literature supports the compatibility of Trauma-Informed Care Principles in Patient-Centered settings to address trauma, yet despite professional guidelines highlighting these models, a specific example within a primary care setting remains unrealized. This paper will conceptualize a Trauma Informed Medical Home model with Integrated Behavioral Health utilizing some aligning concepts such as safety, accessibility and collaboration found within the Trauma Informed Care and a Medical Home guideline. The resulting conceptualized model will represent a strengthened primary care setting where the delivery of mental health services using a trauma-informed lens can optimize patient-centered primary care medical home services.

Learning from COVID: recognising the centrality of the relational in early years practice and research

The initial aim of this research was to undertake an in-depth study to understand the impact of COVID-19 on early years practitioners. Following a survey and interviews with staff in Kids Planet Day Nurseries, an early years organisation in England, we used thematic analysis to analyse their responses. The findings were diverse, particularly highlighting the centrality of relationships in influencing how people responded to the anxiety caused by the pandemic, but the learning did not stop there. The research team was multidisciplinary, including university researchers and a manager from Kids Planet. It was discovered that the professional role of the interviewer influenced the response to the questions. Similarly, discussions within the research group highlighted the entanglement of knowledge acquisition and ethical practice, with consequent challenges. We discuss the value of explicitly supporting a relational worldview in Early Childhood Education and Care as the foundation for understanding and promoting improved ways of working together. [ FROM AUTHOR] Copyright of Early Years: Journal of International Research & Development is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Supporting survivors of institutional child sexual abuse during the COVID‐19 pandemic: A qualitative study of not‐for‐profit community and legal organisations in Greater Western Sydney

Before, during and since the Australian Royal Commission into Institutional Responses to Child Sexual Abuse (2013–2017), not‐for‐profit community and legal services have been critical in supporting survivors of institutional child sexual abuse. This qualitative study aimed to explore the perspectives of community and legal service practitioners operating in Greater Western Sydney regarding the ongoing impact of the COVID‐19 pandemic on the service system for survivors of institutional child sexual abuse. Semistructured interviews were conducted with 21 practitioners at 15 community and legal services. Through thematic analysis, the study identified five areas of concern regarding service provision and COVID‐19, including difficulties in navigating shifts to remote service delivery;changes in service accessibility;complications in accessing the National Redress Scheme;safety challenges for clients;and safety challenges for practitioners. The research identified a need for services to finesse frameworks that ensure remote services can be delivered safely for clients and practitioners alike. Priorities include adequate funding for technology and infrastructure, supporting survivors of abuse perpetrated online and encouraging effective coping strategies for practitioners who undertake trauma support work from home. Future research should consider how shifts to remote service delivery have impacted survivors of different demographic groups and the survivor support workforce. [ FROM AUTHOR] Copyright of Australian Journal of Social Issues (John Wiley & Sons, Inc. ) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Combining attachment-based family therapy and cognitive behavioral therapy to improve outcomes for adolescents with anxiety.

Increases in adolescent anxiety over the past several years suggest a need for trauma-informed, culturally responsive interventions that help teens cope with environmental stressors like those associated with the COVID-19 pandemic. Although abundant evidence supports the efficacy of cognitive behavioral therapy (CBT) in treating adolescent anxiety, not all teens respond positively to CBT. CBT does not typically include strategies that address important family factors that may be impacting the teen's functioning, such as the attachment relationship. Attachment-based family therapy (ABFT) addresses the attachment relationship and other factors that contribute to the adolescent's anxiety and related distress. By enhancing positive parenting behaviors, such as acceptance and validation of the adolescent's distress and promotion of their autonomy, ABFT sessions may repair the attachment relationship and increase the family's ability and willingness to engage in CBT tasks aimed at reducing anxiety. This theoretical paper describes the ABFT model and proposes that implementing ABFT sessions prior to CBT could result in better clinical outcomes for adolescents with anxiety disorders by improving the context within which the anxiety symptoms and treatment are experienced. Given that ABFT is sensitive and responsive to family and other contextual factors, adolescents from marginalized communities and those from less individualistic cultures may find the model to be more acceptable and appropriate for addressing factors related to their anxiety. Thus, a combined ABFT+CBT model might result in better outcomes for adolescents who have not historically responded well to CBT alone.

Trauma-Informed Supervision and Related Predictors of Burnout and Secondary Traumatic Stress Among Prelicensed Counsellors During the COVID-19 Pandemic.

In the current study, we examined individual factors, organizational factors, COVID-19 anxiety, and trauma-informed supervision as predictors of prelicensed counsellor burnout and secondary traumatic stress (STS). In a sample of 282 prelicensed counsellors, we conducted two hierarchical regression analyses for counsellor burnout and STS. The variables of interest accounted for 38% of the variance in counsellor burnout and 32% of the variance in counsellor STS. In the model of counsellor burnout, statistically significant variables included age, caseload, setting, COVID-19 anxiety, and trauma-informed supervision. For STS, statistically significant predictor variables were age, caseload, COVID-19 anxiety, and trauma-informed supervision. Implications of the findings for prelicensed counsellors, supervisors, and counselling researchers are discussed.

Trauma-informed dance/movement therapy in the age of telehealth

The COVID-19 pandemic precipitated an unprecedented shift from in-person therapy to telehealth. Dance/movement therapists, along with other somatic and creative arts therapists faced unique challenges in adapting their work under such unexpected conditions. Much of the inspiration and clinical insight for this chapter comes from therapists who persevered and developed effective therapeutic approaches during the pandemic. Drawing on their own discoveries, dialogues with colleagues, and insights from a series of dance/movement therapy (DMT) peer support groups, the authors introduce telehealth concepts relevant to DMT, emphasizing the importance of a trauma-informed approach. The chapter presents a collection of vignettes to explore both challenges and possibilities of dance/movement teletherapy. Telehealth poses unique considerations for DMT. It necessitates adjustments from in-person work, and is not always a viable option. However, DMT has a great deal to offer to the range of possibilities for serving clients in rich and meaningful ways as remote therapy continues to develop. Working through a trauma-informed lens allows therapists to work more safely and effectively in the context of telehealth with clients whether they have a known trauma history. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Evaluating Take 5: Virtual Learning Sessions on Trauma Informed Care forHealthcare Staff During COVID-19

Trauma disproportionately impacts people with HIV. To mitigate these adverse impacts, primary care providers canidentify and address trauma with clients using a trauma informed care (TIC) approach. In 2018, CAI, an organization thatprovides national level training and capacity-building developed a TIC implementation model, now delivered in HIV andprimary care agencies throughout the United States to integrate TIC into their culture, environment, and service delivery.New Jersey Trauma Informed Care (NJTIC) is the organization's longest standing TIC initiative. To respond to the complexchallenges of the COVID-19 pandemic, we developed a webinar series, Take 5, to leverage and expand upon the existingknowledge and skills of providers across 15 agencies part of the NJTIC project.This article describes the series' purpose, tosupport staff and sustain and develop their TIC competencies during this unprecedented reality. Results of our evaluationindicated the reaction, satisfaction, and impact described by staff, who enhanced their TIC knowledge and utilized newskills with clients and themselves. Staff and their supervisors reported that the series offered consistency and supportduring an uncertain time. These promising practices can be applied broadly during crises to bolster knowledge, skills,collaboration, and self-care © 2023, Online Journal of Issues in Nursing.All Rights Reserved.

The impact of mental health and trauma on student retention: A faculty perspective

Obtaining a college credential can be a vital pathway for economic security in the United States. Institutions of higher education have prioritized not just enrollment, but the retention and degree completion of their students. One significant contributing factor to student attrition is the presence of a mental health condition. Prior to the COVID-19 global pandemic, student mental health was at a crisis level;entering the third year of the pandemic, those levels have worsened. A deeper understanding of the factors that contribute to mental health conditions as well as the prevalence of trauma among college students is critical for addressing the issue. The heterogeneity of community college students and their distinction from 4-year residential institutions must be considered when developing institutional retention strategies. Research has found faculty engagement to be an essential component in student retention, but little is known of the community college faculty perspective when considering student mental health. This phenomenological qualitative study interviewed community college faculty to understand their perspective of how student mental health and trauma affect student retention. Themes and subthemes were gleaned from narrative data, which informed the implications and recommendations for practice, policy, and future research. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Embodied conversations: Culturally and trauma-informed healing practices in dance/movement therapy

We are in the 14th month of an unprecedented public health crisis, the COVID-19 pandemic. Brutality against Brown and Black bodies, systemic racism, oppression, and white supremacy continue sustaining the foundation of white domination and privilege in all of our institutions. As dance/movement therapists, educators, students, and supervisors, we are coming to terms with the fact that our field is no different: the lack of diversity, equity, and inclusion in our profession and harmful educational content/practices in our programs are a reflection of this reality. Living through trauma-filled times continuously filtered our conversations and themes emerged as important and necessary to unpack and explore: How do we engage in authentic relationships when we might be reinforcing dominant structures? How do we include, listen, and support those from marginalized identities both from a theoretical stance and a social action stance? How can we be held accountable? The authors came to this work with their own experiences, stories, memories, personal trauma, identities, and cultural backgrounds. Living through identity differences and acknowledging personal and political issues, this dialogue provides insight into our own healing journeys and offering a structure to remind ourselves how to recognize our shared humanity in the spaces we occupy. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Trauma-informed higher education workplaces: A literature review crosswalk analysis

Trauma is an ongoing reality of life. Mass shootings, adverse childhood events, and the COVID-19 pandemic have affected every workplace. Within higher education, students, faculty, staff, and administrators have experienced traumatic stress. The purpose of this systematic literature review (SLR) was to compile evidence-based best practices and create a trauma-informed (TI) model explicitly for higher education grounded on the current TI workplace models. The project addresses which models and evidence-based programs of the TI workplace have been used in the past 21 years and how these practices connect to higher education organizations. A crosswalk analysis between standard TI workplace practices aligned with the higher education context constructs a framework for higher education TI workplaces. The project's implications may take practitioners beyond the broad implementation and evaluation procedures required to sustain a TI workplace initiative toward more tangible approaches for higher education leadership to implement a TI culture. As a result of the SLR, higher education professionals may be able to apply the novel higher education TI practices to develop a culture that acknowledges employees' traumatic experiences and adopts evidence-based TI practices to support their wellbeing. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Using a Trauma-Informed Approach to Address Burnout in Nursing: What anOrganization Can Accomplish

Burnout among nurses is prevalent and has worsened during the COVID-19 pandemic. Trauma-informed care (TIC) is an approach that can bring healing to people and systems who have been impacted by trauma and traumatic events. Nurses working in hospitals experience vicarious trauma and secondary traumatic stress as they witness what their individual patients experience;however, nurses themselves experience traumatic events and that has only escalated with the current pandemic. Working from a model of Trauma-Informed Healthcare (TIHC) and SAMSHA foundations of a trauma-informed approach (TIA) we identify opportunities for organizations such as hospitals to integrate TIA towards altering the system to better provide for nursing staff who are suffering from burnout and exhaustion. We offer an exemplar of an organizational-level approach to supporting nursing staff through TIA. © 2023.

Developing trauma-informed university supports for refugee background students in Australia: Refocusing through an ethics of care lens.

The growing literature on access, participation, and success of refugees entering higher education has illustrated the myriad challenges that this cohort faces. Much of this research has rightly focused on the student perspective, exploring the barriers and challenges that impede entry, engagement, and achievement. Relatedly, there is growing attention to the need for trauma-informed support, particularly following the impacts of COVID on learning. This article takes these challenges as a departure point to adjust the gaze on universities and ask what needs to be considered and implemented in order to develop better student supports. We use Tronto's (2013) notion of ethics of care-examining issues of attentiveness (caring about), responsibility (caring for), competence (caregiving), responsiveness (care receiving), and trust (caring with)-to carefully probe how universities can develop trauma-informed supports that are more caring and nuanced, not only for students from refugee backgrounds but for all students.

Secondary trauma, burnout, and teacher self-care during COVID19: A mixed-methods case study.

Manifestations of teacher burnout have been negatively associated with students' academic achievement, school satisfaction, and perceived teacher support. The 2020-2021 school year presented unique challenges for teachers, who had to find new ways to support their students, their families, and themselves. This study examined teachers' experiences with secondary trauma, burnout, and self-care during COVID-19 at one K-5 trauma-informed school, the Wellington (pseudonym). We chose a mixed-methods convergent design utilizing both qualitative and quantitative data to support the findings. Using three measures, the Professional Quality of Life Scale, Mindful Self-Care Scale, and Teaching Self-Efficacy Scale, in fall 2020 and spring 2021, we examined 19 faculty and educational staff members' perceptions of and experiences with secondary trauma, burnout, and self-care. In spring 2021 we interviewed 13 of these teachers. Teachers noted how COVID-19 brought increased responsibilities at home and school, as well as disrupted self-care routines. However, data indicate stable compassion satisfaction, low secondary trauma, and average range burnout. Notably, faculty reported self-care in the form of supportive relationships and sense of purpose. These findings suggest that a trauma-informed approach may foster a supportive work environment, mitigating burnout.

Helping Adolescents with Trauma: Using Neuro-Informed Family Counseling

Trauma and trauma-informed care are crucial components for family counselors to know. Considering the recent COVID-19 pandemic, the counseling field is reinforced with this continued need to address trauma. This article will provide an overview of how trauma impacts the adolescent brain, how personality is shaped by trauma, and how integration of neuro-informed and trauma-informed family counseling can help young clients and their families. For practical purposes, this documentation will feature a hypothetical client with the pseudonym "Noah,” to further apply neuro-informed and trauma-informed family counseling for readers. © The Author(s) 2023.

Compassion fatigue and secondary traumatic stress in teachers: How they contribute to burnout and how they are related to trauma-awareness

Introduction: Teachers play an integral role in providing positive life experiences for their students and are especially crucial for students who are experiencing or have experienced a trauma in their lives. In Australia however, teachers are increasingly stating that they do not plan on remaining in the profession causing media and governments to warn of a teacher shortage. Several key factors for teacher attrition have been proposed, with burnout being described as a contributing factor). Studies which have focused specifically on teachers' experiences working with students with histories of trauma have suggested links between lack of trauma-aware training and increased levels of compassion fatigue (CF), secondary traumatic stress (STS), and burnout. Methods: This paper draws on established research into CF, STS and burnout as well as trauma awareness of teachers using a narrative topical approach to explore the challenges faced by teachers and students in a post-covid landscape. Results: The results of this review suggest a need for additional research into the impact on teachers of working with an increasingly traumatized student body. Conclusion: The lack of trauma-specific training reported by pre-service and current teachers indicate a need for higher education institutions and schools to better prepare teachers to support traumatized students while safeguarding their own wellbeing. Copyright © 2023 Oberg, Carroll and Macmahon.

Trauma responsive approaches in education: A review of the current literature to address the pandemic

The COVID-19 pandemic has been a traumatic experience that has impacted children for almost 2 years. As schools return to face-to-face settings, it will be vital to consider how schools can manage the transition and address the issues of trauma in students and educators. The purpose of this extended literature review is to evaluate how teachers and children alike are suffering through stress, Complex-PTSD, and PTSD as they navigate the new complexities faced within education. This extended literature review is centered on the topic of trauma in children as well as trauma-informed approaches to education. The designs, implementations, outcomes, and associated challenges and barriers of existing trauma-informed approaches in schools are discussed to provide an overview of the current state of trauma-informed education. This literature review will yield a product in training that will entail solutions for the research questions, including an appraisal of the school system and a holistic perspective applied to the entire school system. After completing this extended literature review, the researcher recommends the implementation of the whole school approach in online education, a collaborative approach with a team specifically dedicated towards trauma-informed education, a synchronous class design with fewer students, as well as more outdoor classes and activities. Studies on trauma-informed care have been researched heavily over the past decade. More research is needed with a focus on the educators and staff attending to the children. There has been more research on secondary or vicarious trauma among front-line workers and much less for educators. Therefore, whole school trauma-informed pilot programs are imperative for the health and wellness of staff and students to assess their safety and efficacy to convince the government to mandate all schools to be trauma-informed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Supporting emotion regulation in individuals with ASD, ADHD and bipolar disorder through trauma‐informed instruction and self‐regulation strategies

Since the beginning of the COVID‐19 pandemic, students have endured drastic changes in educational routines. Such disruptions can be especially challenging for students who struggle with executive functioning, self‐regulation and emotion regulation, such as students with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD) and bipolar disorder. Using a framework of trauma‐informed instruction, the authors supported classroom teachers in implementing sensory spaces for students with ASD, ADHD and bipolar disorder. The project included professional development and funding for teachers to develop, procure and offer sensory tools and strategies to assist students in recognising and managing emotions. The authors collected data on the effectiveness of the sensory supports, combining teacher surveys and student behaviour data. Results indicated increased teacher knowledge on trauma‐informed instruction and use of sensory supports to promote executive functioning and self‐regulation and decreased target behaviours in students based on structured observation and anecdotal teacher feedback.