Outcomes from an interprofessional curriculum on trauma-informed care among pediatric service providers.

The effects of trauma on the health of individuals have been well established as a major public health concern. However, the integration of trauma-informed practices within the multidisciplinary pediatric health care system still faces significant challenges and barriers. This study sought to understand the changes in knowledge, behaviors, and attitudes related to trauma-informed care following administration of a trauma-informed educational intervention. Eighteen pediatric professionals participated in this interprofessional study design. The intervention included several components of self-study, face-to-face active learning experiences, presentations, and case discussions. Six weeks following the intervention, participants engaged in a follow-up focus group dialogue. To crystallize the transformative impact of education in practice, the study used both quantitative and qualitative data. Quantitative data was measured using the Attitudes Related to Trauma Informed Care (ARTIC) scale, while a focus group was used to understand the subjective experiences of participants and the effects of participation on practice. Results showed statistically significant pre- to post-programming improvements across all ARTIC domains. Qualitative themes aligned with the quantitative findings, indicating a sense of empowerment through knowledge, as well as an enhanced awareness of systematic challenges to implementation of trauma-informed care approaches.

Changes in knowledge, beliefs, self-efficacy, and affective commitment to change following trauma-informed care education for pediatric service providers.

OBJECTIVE: As organizations strive to build trauma-informed care (TIC) systems, further understanding of individual and organizational characteristics that may impact implementation is needed. The objective of this study was to assess changes in affective commitment, beliefs, foundational knowledge, and self-efficacy following completion of a TIC curriculum for a group of interprofessional pediatric service providers. Understanding effects of training on the perceptions of organizational support held by participants was also central to our inquiry. METHOD: A quasi-experimental pre/post design was used to assess the effectiveness of a curriculum comprising a required prereading component and a 4-hour interactive educational experience. The in-person session was designed to prompt a full appreciation of the impact of traumatic events on brain development and the long-term consequences of traumatic stress and historical trauma. Professionals recruited from several Midwestern pediatric service organizations completed pre- and posteducation surveys, answering questions on the Affective Commitment to TIC scale, Beliefs about Trauma subscale, Foundational Knowledge subscale, Principal Support for TIC, and TIC Self-Efficacy subscale. RESULTS: Findings suggest that the proposed TIC curriculum effectively increased participants' TIC beliefs, knowledge, and self-efficacy as well as their perceptions of organizational support. CONCLUSIONS: We propose that TIC trainings tailored to the specific needs of the target audience hold potential toward promoting systemic organizational change among pediatric agencies. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Empowering people to change occupational behaviours to address critical global issues.

BACKGROUND: The greatest threat to human well-being in this century is climate change and related global issues. PURPOSE: We examined the effectiveness of the Modified Instrumentalism in Occupational Therapy model as a framework for facilitating occupational behaviour change to address climate change and related issues. METHOD: Eleven individuals participated in this mixed-methods single-subject-design study. Data were gathered using the Modified Assessment and Intervention Instrument for Instrumentalism in Occupational Therapy and Daily Occupational Inventories. Quantitative data were analyzed using two- and three-standard deviation band methods. Qualitative data were analyzed using heuristic phenomenological procedures. FINDINGS: Occupational performance changed for five participants. Participants' feelings shifted from frustration and helplessness to empowerment and a desire for action. They felt empowered to find occupation-based solutions to the global issues. IMPLICATIONS: Occupation-based interventions that increase personal awareness of the connection between occupational performance and global issues could empower people to be agents for action to ameliorate the issues.