Trauma: Early Childhood Special Education Teachers’ Attitudes and Experiences

Chudzik, Mia; Corr, Catherine; Wolowiec-Fisher, Kim

doi:10.1007/s10643-021-01302-1

Cited by 5 publications

(6 citation statements)

References 20 publications

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“…This study extends on earlier research by the researchers (e.g., Davies & Berger, 2019;Berger, 2021a, b;Berger & Meltzer, 2021;Barrett & Berger 2021) on the experiences of primary and secondary teachers and school staff when supporting trauma-exposed students. This work also extends research by Chudzik et al (2022) with early childhood special education teachers in the USA through exploring the experiences of Australian early childhood professionals when supporting trauma-exposed children. This research is critical for developing recommendations and policies to better support early childhood professionals working with trauma-exposed children.…”

Section: Methodsmentioning

confidence: 72%

“…Research with early childhood educators is essential to ensure that existing and new trauma-informed programs are suitable and sustainable in the early childhood sector. Chudzik et al (2022) recently conducted interviews with early childhood educators in the USA on their experiences supporting learners exposed to trauma and delivery of trauma-informed practices in a special education environment for children with disability. Participants reported that they required greater trauma training and support to address the needs of trauma-exposed children.…”

Section: Trauma-informed Practice and Programsmentioning

confidence: 99%

“…Participants reported that they required greater trauma training and support to address the needs of trauma-exposed children. Barriers to utilising trauma-informed care according to participants included insufficient trauma-informed training, insufficient support from organisations and co-workers, and high turnover of educators (Chudzik et al, 2022). Chudzik et al suggested that trauma-informed policies and professional development may improve educators' trauma knowledge and the support they are able to provide to traumatised children in early childhood settings.…”

Section: Trauma-informed Practice and Programsmentioning

confidence: 99%

“…This research is essential to ensure early childhood professionals are equipped to identify and support traumaexposed children to improve their emotional, social, behavioural, and learning outcomes. While research has started to explore early educators' experiences with trauma and trauma-informed practices (e.g., Chudzik et al, 2022), the research is far too limited.…”

Section: Aim and Research Questions Of The Current Researchmentioning

confidence: 99%

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Early Childhood Professionals’ Perspectives on Dealing with Trauma of Children

Berger

O’Donohue

et al. 2022

School Mental Health

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Childhood trauma is a significant concern in Australia and internationally. Professionals working in the early childhood education sector (i.e., providing early childhood education and care to infants, toddlers, and children from birth to age eight) are positioned to provide valuable support for children affected by trauma. However, there is less research on early childhood professionals’ perspectives and experiences of supporting trauma-exposed children compared to other education professionals (e.g., primary and secondary school teachers). This study explored early childhood professionals’ perspectives and experiences in relation to supporting children exposed to trauma. Semi-structured interviews were conducted with 14 early childhood professionals in Victoria, Australia, and data were analysed using thematic analysis. The findings illustrate that while educators develop valuable skills and experience growth from supporting trauma-exposed children and their families, they also experience emotional distress and challenges. Educators noted that there are limited professional development opportunities to learn about childhood trauma, and limited access to qualified and knowledgeable staff who can help them when supporting these learners. Implications from this study emphasise the importance of designing and delivering trauma-based professional learning opportunities and policies for early childhood educators.

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Section: Methodsmentioning

confidence: 72%

Section: Trauma-informed Practice and Programsmentioning

confidence: 99%

Section: Trauma-informed Practice and Programsmentioning

confidence: 99%

Section: Aim and Research Questions Of The Current Researchmentioning

confidence: 99%

See 2 more Smart Citations

Early Childhood Professionals’ Perspectives on Dealing with Trauma of Children

Berger

O’Donohue

et al. 2022

School Mental Health

View full text Add to dashboard Cite

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“…The extent to which researchers intentionally plan participant sampling across both quantitative and qualitative research approaches to allow for meaningful data inferences Chudzik et al (2023): Researchers used a portion of the quantitative survey sample for their qualitative interview sample to more fully understand teachers' perspectives about traumainformed care.…”

Section: Sample Integrationmentioning

confidence: 99%

Putting the “Mix” in Mixed Methods: How to Integrate Quantitative and Qualitative Research in Early Childhood Special Education Research

Love,

Fettig,

Steed

2023

Topics in Early Childhood Special Education

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Mixed methods research (MMR) has the potential to be a powerful tool to expand the ways early intervention/early childhood special education (EI/ECSE) scholarship understands and informs practice. Integration, or the purposeful combination of quantitative and qualitative research approaches, is central for rigorous MMR. However, it can be challenging to identify and enact integration because integration processes and procedures can vary greatly depending on a study’s purpose(s), design, and underlying philosophical assumptions and priorities. In this article, we offer guidance on ways EI/ECSE researchers can engage in meaningful and purposeful integration. We highlight three critical decision-making points: integration dimension or type, integration timing, and relative emphasis of methods when integrating. Additionally, we discuss related considerations to particularly ensure strong qualitative designs and integration within MMR.

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