Professional school counselors attitudes related to trauma-informed practices

Trauma-informed practice is growing in our society, ignited by the Adverse Childhood Experiences study (ACEs) showing both the prevalence of childhood trauma and the lifelong negative implications. Trauma-informed practice continues to grow as evidenced by the continuing study of ACEs and increase in legislation and grant funding for trauma-informed practice. Childhood adversity, trauma, and toxic stress are all connected topics of research and public conversation and is one of the fastest growing topics in education.

Although trauma-informed practice is being incorporated into many schools, it began as a grassroots movement without funding or guidance (Jones, Berg, & Osher, 2018). Many schools incorporated the principles of trauma-informed practice with different resources and through different types of leadership, often from outside the school, such as through local mental health agencies. School counselors are often the sole mental health professional within a school, and with the guidance of the ASCA National Model for school counseling, they may be well-equipped to provide leadership of trauma-informed practice in their schools.

This study explores practicing school counselors’ attitudes related to trauma-informed practice and how these attitudes may be influenced by their training and work experience. The study used a quantitative survey, Attitudes Related to Trauma-Informed Care survey (ARTIC) and additional demographics questions about their training and experience with trauma-informed practice. The survey and demographic questions were combined into one survey through Qualtrics. Data was obtained by emailing the survey through prominent state and national organizations for school counselors. This study found that school counselors have positive attitudes towards trauma-informed practice that is not correlated with demographic characteristics. Other findings include a correlation between school counselors’ sense of support from their school and the degree to which trauma-informed practices are implemented in their schools.