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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
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    References listed on IDEAS

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    1. 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.
    2. 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.
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    Citations

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    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.

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