I have created a workshop for educators. The workshop describes the significance of adverse childhood experiences in a student's life. It also displays how an educator might use Social Emotional Learning strategies to support students who have experienced trauma.
Background: ACEs has been associated with stress and violence in prior research. More research is needed to set up gender differences between males and females displaying violence and stress in response to ACEs. Objectives: This study investigated the effects of ACEs and gender on exhibited frequencies of violence and stress within youth. Methods: This study used descriptive statistics and regression to examine the relationships between gender and aces on violence and stress using data from the Arizona Youth Survey (AYS). Interactions were included to evaluate if gender moderated the effect of ACEs. Results: Analyses showed that ACEs significantly impacted youths’ engagement in violence and experiences of stress. Additionally, boys engaged in more violence while girls experienced increased stress. Interaction effects were not substantial as compared to the main effects of ACEs and gender. Conclusion: Given the results, youth interventions should focus on the overall impact of ACEs, regardless of gender.
Childhood traumatic experiences are a prevalent public health issue. Children exposed to trauma often exhibit behaviors that make educating them challenging. Preschool teachers at a southwestern United States preschool receive no training related to childhood trauma and resilience. The purpose of this project was to educate preschool teachers on trauma and resilience to improve attitude related to educating children with trauma.
Following Arizona State University Internal Review Board approval, preschool teachers were recruited from a non-profit metropolitan preschool. Project included two pre-training questionnaires (Adult Resilience Measure-Revised [ARM-R] and Attitudes Related to Trauma Informed Care scale [ARTIC]), one two-hour training via Zoom on childhood trauma and resilience, and post-training ARTIC questionnaire at two and six weeks.
Seven teachers (n=7) participated in pre-training questionnaires, and three of these teachers (n=3) participated in both post-training questionnaires. All participating teachers were female and Caucasian. Average age of participants was 49.43 years (SD=8.40, range 36-60), and experience average was 17.17 years (SD=10.15, range 3-30). AMR-R average score was 72.29 (SD=8.28, range 61-83). Pre-training ARTIC score average was 3.87 (SD=0.16). Post-training ARTIC scores at two weeks and six weeks post-training were 3.65 (SD=0.22) and 3.86 (SD=0.25).
Clinical significance included improved teacher awareness of childhood trauma and improved ability to interact with children exposed to trauma. Teachers exhibited high resilience scores. Additional research needed related to further address educating preschool teachers related to trauma informed care, related to building resilience in children, and related to the impact of teacher resilience on trauma informed care.
Keywords: teacher training, adverse childhood experiences, ACEs, childhood trauma, resilience