Development of the Trauma-Informed Practice Scales – School Counseling Programs Version (TIPS-SCP)

Abstract

We evaluated the psychometric properties of the Trauma Informed Practice Scales – School Counseling Programs Version scores using item response theory with a sample of 270 school counselors. Participants ranged in age from 24 to 69 years (M = 42.82, SD = 9.96). Participants identified as female (81.5%), male (14.1%) or unreported (4.4%,). Participants’ racial and ethnic backgrounds were: White (79.3%), African American or Black (5.6%), Multiracial (5.2%), Latino/Hispanic/Spanish (4.8%), American Indian/Alaskan Native (0.4%), Other (0.4%), or unreported (4.4%). Participants from 14 states completed an online survey, which included demographics questions and the TIPS-SCP. After removing the poorly performing items, partial credit model estimates explained 58.63% of the variance in participant responses. We found psychometric evidence to support its ability to capture trauma informed practices in schools and school counseling programs.

Significance Statement

The TIPS-SCP is a brief instrument to provide school counselors with a self-assessment of their trauma informed practices. The TIPS-SCP can aid school counselors in making data-informed decisions about immediate and future incorporations of integrating trauma informed practices into their schools and school counseling programs.

Keyword:

• trauma-informed practices
• trauma-informed schools
• school counselors
• item response theory
• instrument development

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was funded by The University of Alabama RGC Small Grant 2019 Area B.

Notes on contributors

Heather J. Fye

Heather J. Fye, PhD, LPC, NCC, is an Assistant Professor of Counseling at the University of Alabama. Her research interests include wellness, burnout, trauma-informed care, and professional issues of school counseling.

Stefanie A. Wind

Stefanie A. Wind is an Associate Professor of Educational Measurement at the University of Alabama. Her research interests include the exploration of methodological issues in educational measurement, with emphases on rating scales, parametric and nonparametric item response theory, and applications of these methods to substantive areas related to education.

Ryan M. Cook

Ryan M. Cook, PhD, LPC, ACS, is an Associate Professor of Counseling at the University of Alabama. His research interests include clinical supervision and counselor development.