Embedding Coaching and Local Education Champions in Implementing Trauma Informed Practice
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| Title: | Embedding Coaching and Local Education Champions in Implementing Trauma Informed Practice |
|---|---|
| Language: | English |
| Authors: | Govind Krishnamoorthy (ORCID |
| Source: | Psychology in the Schools. 2025 62(9):3285-3301. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education |
| Descriptors: | Coaching (Performance), Program Implementation, Trauma Informed Approach, School Psychology, School Psychologists, Elementary Schools, Foreign Countries, Teacher Attitudes, Elementary School Teachers, Values, Problem Solving |
| Geographic Terms: | Australia |
| DOI: | 10.1002/pits.23539 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | Growing recognition of the high prevalence of childhood adversity and maltreatment in the general population has led to efforts to support students through trauma-informed practice (TIP). This study investigated the use of coaching in effectively implementing trauma-informed programs in schools. A psychologist and a program "champion" (learning engagement coordinator) provided individual teachers coaching on student socio-emotional and behavioral concerns. Semi-structured interviews were conducted with 26 teachers at an Australian primary school implementing the Trauma-informed Behavior Support (TIBS) program. Reflexive thematic analysis was employed to ascertain coaching acceptability, feasibility, and impact themes. Findings suggested that the alignment of coaching with preceding trauma-informed training and teacher values generated positive expectancies and engagement amongst educators. Provision of reflective practice from coaching also met teacher learning needs. Teachers reported feeling validated and understood by the coach, benefiting from collaborative problem-solving and tailored solutions. Additionally, the program champion's facilitative role through advocacy and logistical support was vital to feasible implementation. This study highlights the critical delivery of coaching within a tiered TIP program, aiding the transfer of pedagogy into classrooms. It extends previous literature, affirming coaching as a feasible and acceptable implementation strategy, supporting educators to manage complex student needs. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479883 |
| Database: | ERIC |
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| Abstract: | Growing recognition of the high prevalence of childhood adversity and maltreatment in the general population has led to efforts to support students through trauma-informed practice (TIP). This study investigated the use of coaching in effectively implementing trauma-informed programs in schools. A psychologist and a program "champion" (learning engagement coordinator) provided individual teachers coaching on student socio-emotional and behavioral concerns. Semi-structured interviews were conducted with 26 teachers at an Australian primary school implementing the Trauma-informed Behavior Support (TIBS) program. Reflexive thematic analysis was employed to ascertain coaching acceptability, feasibility, and impact themes. Findings suggested that the alignment of coaching with preceding trauma-informed training and teacher values generated positive expectancies and engagement amongst educators. Provision of reflective practice from coaching also met teacher learning needs. Teachers reported feeling validated and understood by the coach, benefiting from collaborative problem-solving and tailored solutions. Additionally, the program champion's facilitative role through advocacy and logistical support was vital to feasible implementation. This study highlights the critical delivery of coaching within a tiered TIP program, aiding the transfer of pedagogy into classrooms. It extends previous literature, affirming coaching as a feasible and acceptable implementation strategy, supporting educators to manage complex student needs. |
|---|---|
| ISSN: | 0033-3085 1520-6807 |
| DOI: | 10.1002/pits.23539 |
