IDEAS home Printed from https://ideas.repec.org/a/gam/jijerp/v19y2022i12p7104-d835290.html
   My bibliography  Save this article

Homophily Effect in Trauma-Informed Classroom Training for School Personnel

Author

Listed:
  • Alexis Zickafoose

    (Department of Agricultural Leadership, Education and Communications, Texas A&M University, 2116 TAMU, 600 John Kimbrough Blvd., College Station, TX 77843, USA)

  • Gary Wingenbach

    (Department of Agricultural Leadership, Education and Communications, Texas A&M University, 2116 TAMU, 600 John Kimbrough Blvd., College Station, TX 77843, USA)

  • Sana Haddad

    (Mental Health America of Greater Houston, Houston, TX 77098, USA)

  • Jamie Freeny

    (Mental Health America of Greater Houston, Houston, TX 77098, USA)

  • Josephine Engels

    (Mental Health America of Greater Houston, Houston, TX 77098, USA)

Abstract

A national shortage of youth mental health professionals necessitates training others (e.g., school staff) to help youth with behavioral and mental health issues. Professional training in trauma-informed classroom (TIC) practices could increase school staff’s awareness of adverse childhood experiences (ACEs). The purpose was to determine the effect of homophily on participants’ perceptions or knowledge of TIC training. Mental Health America of Greater Houston (MHAGH) offered TIC training from 2019 to 2020 to Texas educators ( N ≈ 29,900) from nine school districts that experienced significant natural and human-made traumatic events. Proportional stratified random samples were selected based on trainer type (experts vs. peer trainers). Perception was measured with close-ended items on five-point scales. Knowledge was measured with content-specific questions. Independent t -tests and two-way ANOVA revealed no significant interaction effects (i.e., trainer and test type) and no differences existed in perception or knowledge by trainer type. TIC training can be equally effective when delivered by homophilous peers (i.e., school staff) and heterophilous experts (i.e., mental health experts). COVID-19 worsened the effects of ACEs and youth mental health issues. High-quality training will increase school staff’s use of TIC practices. MHAGH’s train-the-trainer model helps educators supporting youth affected by ACEs and other life stressors.

Suggested Citation

  • Alexis Zickafoose & Gary Wingenbach & Sana Haddad & Jamie Freeny & Josephine Engels, 2022. "Homophily Effect in Trauma-Informed Classroom Training for School Personnel," IJERPH, MDPI, vol. 19(12), pages 1-12, June.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:12:p:7104-:d:835290
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/1660-4601/19/12/7104/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/1660-4601/19/12/7104/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Lisa Bunting & Lorna Montgomery & Suzanne Mooney & Mandi MacDonald & Stephen Coulter & David Hayes & Gavin Davidson, 2019. "Trauma Informed Child Welfare Systems—A Rapid Evidence Review," IJERPH, MDPI, vol. 16(13), pages 1-22, July.
    2. Bree Alexander, 2021. "Public School Trauma Intervention for School Shootings: A National Survey of School Leaders," IJERPH, MDPI, vol. 18(15), pages 1-14, July.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Melanie McKoin Owens & Alexis Zickafoose & Gary Wingenbach & Sana Haddad & Jamie Freeny & Josephine Engels, 2022. "Selected Texan K-12 Educators’ Perceptions of Youth Suicide Prevention Training," IJERPH, MDPI, vol. 19(19), pages 1-12, October.
    2. Michael Moscarelli & Gary Wingenbach & Robert Strong, 2023. "Educator–Learner Homophily Effect on Participants’ Adoption of Agribusiness Recordkeeping Practices," Agriculture, MDPI, vol. 13(12), pages 1-14, November.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Shachar Timor-Shlevin & Yuval Saar-Heiman & Michal Krumer-Nevo, 2023. "Poverty-Aware Programs in Social Service Departments in Israel: A Rapid Evidence Review of Outcomes for Service Users and Social Work Practice," IJERPH, MDPI, vol. 20(1), pages 1-22, January.
    2. Findley, Erin & Praetorius, Regina T., 2023. "Points of foster parent stress in the system: A qualitative interpretive meta-synthesis," Children and Youth Services Review, Elsevier, vol. 150(C).
    3. Bosk, Emily Adlin, 2023. "Creating a parallel process: A new methodological framework for conducting Trauma-Informed Evaluation and Research (TIER) in mental health settings," Evaluation and Program Planning, Elsevier, vol. 97(C).
    4. Leckning, Bernard & Condon, John R & Das, Sumon K & He, Vincent & Hirvonen, Tanja & Guthridge, Steven, 2023. "Mental health-related hospitalisations associated with patterns of child protection and youth justice involvement during adolescence: A retrospective cohort study using linked administrative data from," Children and Youth Services Review, Elsevier, vol. 145(C).
    5. Vamvakos, Christopher & Berger, Emily, 2024. "Residential care worker perceptions on the implementation of trauma-informed practice," Children and Youth Services Review, Elsevier, vol. 159(C).
    6. Santos, Laura & Ramos Miguel, Rita & do Rosário Pinheiro, Maria & Rijo, Daniel, 2023. "Fostering emotional and mental health in residential youth care facilities: A systematic review of programs targeted to care workers," Children and Youth Services Review, Elsevier, vol. 147(C).
    7. Angelöw, Amanda & Niwhede, Victoria & Psouni, Elia, 2023. "Evaluating trauma-informed training for foster parents – A controlled pilot study of the resource parent curriculum in Sweden," Children and Youth Services Review, Elsevier, vol. 148(C).
    8. Ko Ling Chan, 2019. "Child Victimization in the Context of Family Violence," IJERPH, MDPI, vol. 16(19), pages 1-5, September.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jijerp:v:19:y:2022:i:12:p:7104-:d:835290. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.