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Improving Knowledge and Attitudes About Child Trauma Among Parents and Staff in Head Start Programs

Background Early childhood represents a sensitive developmental period when trauma-informed care may mitigate the effects of trauma on developmental and health outcomes. However, few interventions use a low-literacy scalable approach to improve child trauma knowledge and attitudes among parents and...

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Published in:Maternal and child health journal 2022-11, Vol.26 (11), p.2237-2246
Main Authors: Guerrero, A., Herman, A., Teutsch, C., Dudovitz, R.
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creator Guerrero, A.
Herman, A.
Teutsch, C.
Dudovitz, R.
description Background Early childhood represents a sensitive developmental period when trauma-informed care may mitigate the effects of trauma on developmental and health outcomes. However, few interventions use a low-literacy scalable approach to improve child trauma knowledge and attitudes among parents and early childcare and education caregivers. Methods Representatives from 24 early head start (EHS) and head start (HS) agencies attended a 2 day online train-the trainer session and then delivered a child trauma and resilience training to staff at their sites, with the option to deliver a similar training to parents. Baseline and 3 month post-training surveys assessed participant knowledge and attitudes regarding childhood trauma and resilience. Paired T-tests and chi2 analyses assessed changes in responses over time. Results Thousand five hundred sixty seven staff from 24 agencies and 443 parents from 7 agencies completed baseline and follow up surveys. Over 55% of parents reported their child had experienced at least one adverse childhood experience. Staff and parents had high knowledge regarding causes of trauma at baseline. Both staff and parents, demonstrated significant improvements in identifying symptoms of child trauma. Staff also improved knowledge of resiliency and toxic stress. Parents reported more positive attitudes towards trauma-informed parenting practices. Conclusion This is the first training on childhood trauma among EHS/HS providers and parents using a low literacy train-the-trainer approach. Results suggest a potentially promising methodology with broad dissemination potential to prepare and train the one million plus teachers and caregivers in center-based settings and the parents and families who access them to recognize and respond to child trauma.
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However, few interventions use a low-literacy scalable approach to improve child trauma knowledge and attitudes among parents and early childcare and education caregivers. Methods Representatives from 24 early head start (EHS) and head start (HS) agencies attended a 2 day online train-the trainer session and then delivered a child trauma and resilience training to staff at their sites, with the option to deliver a similar training to parents. Baseline and 3 month post-training surveys assessed participant knowledge and attitudes regarding childhood trauma and resilience. Paired T-tests and chi2 analyses assessed changes in responses over time. Results Thousand five hundred sixty seven staff from 24 agencies and 443 parents from 7 agencies completed baseline and follow up surveys. Over 55% of parents reported their child had experienced at least one adverse childhood experience. Staff and parents had high knowledge regarding causes of trauma at baseline. Both staff and parents, demonstrated significant improvements in identifying symptoms of child trauma. Staff also improved knowledge of resiliency and toxic stress. Parents reported more positive attitudes towards trauma-informed parenting practices. Conclusion This is the first training on childhood trauma among EHS/HS providers and parents using a low literacy train-the-trainer approach. Results suggest a potentially promising methodology with broad dissemination potential to prepare and train the one million plus teachers and caregivers in center-based settings and the parents and families who access them to recognize and respond to child trauma.</description><identifier>ISSN: 1092-7875</identifier><identifier>EISSN: 1573-6628</identifier><identifier>DOI: 10.1007/s10995-022-03473-8</identifier><identifier>PMID: 36002698</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Adverse childhood experiences ; Attitudes ; Beliefs, opinions and attitudes ; Caregivers ; Child care workers ; Children &amp; youth ; Childrens health ; Families &amp; family life ; Gynecology ; Head Start project ; Health education ; Health literacy ; Health promotion ; Knowledge ; Maternal &amp; child health ; Maternal and Child Health ; Medicine ; Medicine &amp; Public Health ; Mental health ; Oral hygiene ; Parents ; Parents &amp; parenting ; Pediatrics ; Population Economics ; Psychic trauma in children ; Public Health ; Public opinion ; Sociology ; Training</subject><ispartof>Maternal and child health journal, 2022-11, Vol.26 (11), p.2237-2246</ispartof><rights>The Author(s) 2022</rights><rights>COPYRIGHT 2022 Springer</rights><rights>The Author(s) 2022. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c587t-ef9a1483132e9b24475298c94e67ca417ba5f3ba891af804a3ca93c34757bee63</citedby><cites>FETCH-LOGICAL-c587t-ef9a1483132e9b24475298c94e67ca417ba5f3ba891af804a3ca93c34757bee63</cites><orcidid>0000-0001-9457-0562</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,780,784,885,27924,27925</link.rule.ids></links><search><creatorcontrib>Guerrero, A.</creatorcontrib><creatorcontrib>Herman, A.</creatorcontrib><creatorcontrib>Teutsch, C.</creatorcontrib><creatorcontrib>Dudovitz, R.</creatorcontrib><title>Improving Knowledge and Attitudes About Child Trauma Among Parents and Staff in Head Start Programs</title><title>Maternal and child health journal</title><addtitle>Matern Child Health J</addtitle><description>Background Early childhood represents a sensitive developmental period when trauma-informed care may mitigate the effects of trauma on developmental and health outcomes. However, few interventions use a low-literacy scalable approach to improve child trauma knowledge and attitudes among parents and early childcare and education caregivers. Methods Representatives from 24 early head start (EHS) and head start (HS) agencies attended a 2 day online train-the trainer session and then delivered a child trauma and resilience training to staff at their sites, with the option to deliver a similar training to parents. Baseline and 3 month post-training surveys assessed participant knowledge and attitudes regarding childhood trauma and resilience. Paired T-tests and chi2 analyses assessed changes in responses over time. Results Thousand five hundred sixty seven staff from 24 agencies and 443 parents from 7 agencies completed baseline and follow up surveys. Over 55% of parents reported their child had experienced at least one adverse childhood experience. Staff and parents had high knowledge regarding causes of trauma at baseline. Both staff and parents, demonstrated significant improvements in identifying symptoms of child trauma. Staff also improved knowledge of resiliency and toxic stress. Parents reported more positive attitudes towards trauma-informed parenting practices. Conclusion This is the first training on childhood trauma among EHS/HS providers and parents using a low literacy train-the-trainer approach. 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However, few interventions use a low-literacy scalable approach to improve child trauma knowledge and attitudes among parents and early childcare and education caregivers. Methods Representatives from 24 early head start (EHS) and head start (HS) agencies attended a 2 day online train-the trainer session and then delivered a child trauma and resilience training to staff at their sites, with the option to deliver a similar training to parents. Baseline and 3 month post-training surveys assessed participant knowledge and attitudes regarding childhood trauma and resilience. Paired T-tests and chi2 analyses assessed changes in responses over time. Results Thousand five hundred sixty seven staff from 24 agencies and 443 parents from 7 agencies completed baseline and follow up surveys. Over 55% of parents reported their child had experienced at least one adverse childhood experience. Staff and parents had high knowledge regarding causes of trauma at baseline. Both staff and parents, demonstrated significant improvements in identifying symptoms of child trauma. Staff also improved knowledge of resiliency and toxic stress. Parents reported more positive attitudes towards trauma-informed parenting practices. Conclusion This is the first training on childhood trauma among EHS/HS providers and parents using a low literacy train-the-trainer approach. Results suggest a potentially promising methodology with broad dissemination potential to prepare and train the one million plus teachers and caregivers in center-based settings and the parents and families who access them to recognize and respond to child trauma.</abstract><cop>New York</cop><pub>Springer US</pub><pmid>36002698</pmid><doi>10.1007/s10995-022-03473-8</doi><tpages>10</tpages><orcidid>https://orcid.org/0000-0001-9457-0562</orcidid><oa>free_for_read</oa></addata></record>
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subjects Adverse childhood experiences
Attitudes
Beliefs, opinions and attitudes
Caregivers
Child care workers
Children & youth
Childrens health
Families & family life
Gynecology
Head Start project
Health education
Health literacy
Health promotion
Knowledge
Maternal & child health
Maternal and Child Health
Medicine
Medicine & Public Health
Mental health
Oral hygiene
Parents
Parents & parenting
Pediatrics
Population Economics
Psychic trauma in children
Public Health
Public opinion
Sociology
Training
title Improving Knowledge and Attitudes About Child Trauma Among Parents and Staff in Head Start Programs
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