141
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Pain of the past and present: an identity conscious exploration of the prevalence and scope of educator primary and secondary trauma

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 361-379 | Received 10 Apr 2023, Accepted 28 Nov 2023, Published online: 11 Dec 2023

References

  • Abbassi, A., & Aslinia, S. D. (2018). Family violence, trauma and social learning theory. Journal of Professional Counseling: Practice, Theory & Research, 38(1), 16–27. https://doi.org/10.1080/15566382.2010.12033863
  • Abramovitz, M., & Albrecht, J. (2013). The community loss index: A new social indicator. Social Service Review, 87(4), 677–724. https://doi.org/10.1086/674112
  • Albaek, A. U., Kinn, L. G., & Milde, A. M. (2018). Walking children through a minefield: How professionals experience exploring adverse childhood experiences. Qualitative Health Research, 28(2), 231–244. https://doi.org/10.1177/1049732317734828
  • Alisic, E., Bus, M., Dulack, W., Pennings, L., & Splinter, J. (2012). Teachers’ experiences supporting children after traumatic exposure. Journal of Traumatic Stress, 25(1), 98–101. https://doi.org/10.1177/1049732317734828
  • American Psychological Association. (2021). Trauma. American Psychological Association Dictionary. https://dictionary.apa.org/trauma
  • Anderson, R. C., Bousselot, T., Katz-Buoincontro, J., & Todd, J. (2021). Generating buoyancy in a sea of uncertainty: Teachers creativity and well-being during the COVID-19 pandemic. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.614774
  • Anthym, M., & Tuitt, F. (2019). When the levees break: The cost of vicarious trauma, microaggressions and emotional labor for black administrators and faculty engaging in race work at traditionally white institutions. International Journal of Qualitative Studies in Education, 32(9), 1072–1093. https://doi.org/10.1080/09518398.2019.1645907
  • Atkinson, A. (2021). “I didn’t sign up for this”: Four English language arts teachers’ perceptions, implementations, and reflections of trauma care in the midst of COVID-19 [ Doctoral dissertation]. North Carolina State University. Proquest.
  • Barr, D. A. (2018). When trauma hinders learning. Phi Delta Kappan, 99(6), 39–44. https://doi.org/10.1177/0031721718762421
  • Berger, R., Quiros, L., & Benavidez-Hatzis, J. R. (2018). The intersection of identities in supervision for trauma-informed practice: Challenges and strategies. The Clinical Supervisor, 37(1), 122–141. https://doi.org/10.1080/07325223.2017.1376299
  • Blitz, L. V., Yull, D., & Clauhs, M. (2020). Bringing sanctuary to school: Assessing school climate as a foundation for culturally responsive trauma-informed approaches for urban schools. Urban Education, 55(1), 95–124. https://doi.org/10.1177/0042085916651323
  • Bride, B. E. (2007). Prevalence of secondary traumatic stress among social workers. Social Work, 52(1), 63–70. https://doi.org/10.1093/sw/52.1.63
  • Brunzell, T., Waters, L., & Stokes, H. (2015). Teaching with strengths in trauma-affected students: A new approach to healing and growth in the classroom. American Journal of Orthopsychiatry, 85(1), 3–9. https://doi.org/10.1037/ort0000048
  • Burke, N. J., Hellman, J. L., Scott, B. G., Weems, C. F., & Carrion, V. G. (2011). The impact of adverse childhood experiences on an urban pediatric population. Child Abuse & Neglect, 35(6), 408–413. https://doi.org/10.1016/j.chiabu.2011.02.006
  • Calthorpe, L. M., & Pantell, M. S. (2021). Differences in the prevalence of childhood adversity by geography in the 2017-18 national survey of children’s health. Child Abuse & Neglect, 111, 1–8. https://doi.org/10.1016/j.chiabu.2020.104804
  • Calvano, C., Engelke, L., DiBella, J., Kindermann, J., Renneberg, B., & Winter, S. M. (2021). Families in the COVID-19 pandemic: Parental stress, parent mental health and the occurrence of adverse childhood experiences—results of a representative survey in Germany. European Child & Adolescent Psychiatry, 31(7), 1–13. Advance online publication https://doi.org/10.1007/s00787-021-01739-0
  • Casper, M., & Wertheimer, E. (2016). Critical trauma studies: Understanding violence, conflict and memory in everyday life. NYU Press.
  • Christian-Brandt, A. S., Santacrose, D. E., & Barnett, M. L. (2020). In the trauma-informed care trenches: Teacher compassion satisfaction, secondary traumatic stress, burnout, and intent to leave education within underserved elementary schools. Child Abuse & Neglect, 110(3). https://doi.org/10.1016/j.chiabu.2020.104437
  • Connor, D. F., Ford, J. D., Arnsten, A. F. T., & Greene, C. A. (2015). An update on posttraumatic stress disorder in children and adolescents. Clinical pediatrics, 54(6), 517–528. https://doi.org/10.1177/0009922814540793
  • Dong, M., Anda, R. F., Felitti, V. J., Williamson, D. F., Dube, S. R., Brown, D. W., & Giles, W. H. (2005). Childhood residential mobility and multiple health risks during adolescence and adulthood: The hidden role of adverse childhood experiences. Archives of the Pediatric Adolescent Medicine Journal, 159(12), 1104–1110. https://doi.org/10.1001/archpedi.159.12.1104
  • Duplechain, R., Reigner, R., & Packard, A. (2008). Striking differences: The impact of moderate and high trauma on reading achievement. Reading Psychology, 29(2), 117–136. https://doi.org/10.1080/02702710801963845
  • Edwards, V. J., Holden, G. W., Felitti, V. J., & Anda, R. F. (2003). Relationship between multiple forms of childhood maltreatment and adult mental health in community respondents: Results from the adverse childhood experiences study. The American Journal of Psychiatry, 160, 1453–1460. https://doi.org/10.1176/appi.ajp.160.8.1453
  • Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The adverse childhood experiences (ACE) study. American Journal of Preventative Medicine, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8
  • Figley, C. R. (1995). Compassion fatigue: Toward a new understanding of the costs of caring. In B. H. Stamm (Ed.), Secondary traumatic stress: Self-care issues for clinicians, researchers, and educators (pp. 3–28). Sidran Press.
  • Figley, C. R., & Ludick, M. (2017). Secondary traumatization and compassion fatigue. In S. N. Gold (Ed.), APA handbook of trauma psychology: Foundations in knowledge (pp. 573–593). American Psychological Association. https://doi.org/10.1037/0000019-029
  • Finkelhor, D., Shattuck, A., Turner, H., & Hamby, S. (2015). A revised inventory of adverse childhood experiences. Child Abuse & Neglect, 48, 13–21. https://doi.org/10.1016/j.chiabu.2015.07.011
  • Frankland, M. (2021). Meeting students where they are: Trauma-informed approaches in rural schools. The Rural Educator, 42(2), 51–71. https://doi.org/10.35608/ruraled.v42i2.1243
  • Garvey, J. C., Hart, J., Hoffman, G. D., Iverson, S. V., Metcalfe, A. S., Mitchell, T. D., Pryor, J. T., & Seher, C. L. (2017). Performing critical work: The challenges of emancipatory scholarship in the academic marketplace. Critical Questions in Education, 8(2), 138–162.
  • Gilbert, C. (2022). Trauma and trauma stewardship. In K. K. Strunk & S. A. Shelton (Eds.), Encyclopedia of queer studies in education (pp. 733–742). Brill.
  • Gilbert, C., & Burden, S. (2022). Feminist supervision as a protective factor for indirect trauma in higher education supervisory relationships. Journal of College Student Development, 63(2), 119–133. https://doi.org/10.1353/csd.2022.0010
  • Goldhaber, D., Theobald, R., & Tien, C. (2019). Why we need a diverse teacher workforce. Phi Delta Kappan, 100(5), 25–30. https://doi.org/10.1177/0031721719827540
  • Grant, A. A., Jeon, L., & Buettner, C. K. (2019). Relating early childhood teachers’ working conditions and well-being to their turnover intentions. Educational Psychology, 39(3), 294–312. https://doi.org/10.1080/01443410.2018.1543856
  • Hamby, S., Grych, J., & Barnyard, V. (2018). Resilience portfolios and poly-strengths: Identifying protective factors associated with thriving after adversity. Psychology of Violence, 8(2), 172–183. https://doi.org/10.1037/vio0000135
  • Hill-Jackson, V., Ladson-Billings, G., & Craig, C. J. (2022). Teacher education and “climate change”: In navigating multiple pandemics, is the field forever altered? Journal of Teacher Education, 73(1), 5–7. https://doi.org/10.1177/00224871211060138
  • Hoffman, S., Palladino, J. M., & Barnett, J. (2007). Compassion fatigue as a theoretical framework to help understand burnout among special education teachers. Journal of Ethnographic and Qualitative Research, 2(1), 15–22.
  • Holmes, M. R., Rentrope, C. R., Korsch-Williams, A., & King, J. A. (2021). Impact of COVID-19 pandemic on posttraumatic stress, grief, burnout, and secondary trauma of social workers in the United States. Clinical Social Work Journal, 49(4), 495–504. https://doi.org/10.1007/s10615-021-00795-y
  • Honsinger, C., & Brown, M. H. (2019). Preparing trauma-sensitive teachers: Strategies for teacher educators. The Teacher Educators’ Journal, 12, 129–152. https://eric.ed.gov/?id=EJ1209431
  • Hunt, T. K. A., Slack, K. S., & Berger, L. M. (2017). Adverse childhood experiences and behavioral problems in middle childhood. Child Abuse & Neglect, 67, 391–402. https://doi.org/10.1016/j.chiabu.2016.11.005
  • Hydon, S., Wong, M., Langley, A. K., Stein, B. D., & Kataoka, S. H. (2015). Preventing secondary traumatic stress in educators. Child and Adolescent Psychiatric Clinics of North America, 24(2), 319–333. https://doi.org/10.1016/j.chc.2014.11.003
  • Jafar, A. J. N. (2018). What is positionality and should it be expressed in quantitative studies? Emergency Medicine Journal, 35(5), 323–324. https://doi.org/10.1136/emermed-2017-207158
  • Knight, C. (2010). Indirect trauma in the field practicum: Secondary traumatic stress, vicarious trauma, and compassion fatigue among social work students and their field instructors. Journal of Baccalaureate Social Work, 15(1), 31–52. https://doi.org/10.5555/basw.15.1.l568283x21397357
  • Koenig, A. (2014). Learning to prevent burnout and fatigue: Teacher burnout and compassion fatigue [ Master’s thesis]. The University of Western Ontario. Scholarship@Western. https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=3386&context=etd
  • Larson, S., Chapman, S., Spetz, J., & Brindis, C. D. (2017). Chronic childhood trauma, mental health, academic achievement, and school-based health center mental health services. Journal of School Health, 87(9), 675–686. https://doi.org/10.1111/josh.12541
  • Lawson, H. A., Caringi, J. C., Gottfried, R., Bride, B. E., & Hydon, S. P. (2019). Educators’ secondary traumatic stress, children’s trauma, and the need for trauma literacy. Harvard Educational Review, 89(3), 421–447. https://doi.org/10.17763/1943-5045-89.3.421
  • Livio, M. A. (2021). The major causes of job-related stress among elementary teachers during the 2020 pandemic and the strategies relied upon by participants to eliminate that stress: A survey of 29 education professionals [ Doctoral dissertation]. Caldwell University. Proquest.
  • Luthar, S. S., & Mendes, S. H. (2020). Trauma-informed schools: Supporting educators as they support the children. International Journal of School & Educational Psychology, 8(2), 147–157. https://doi.org/10.1080/21683603.2020.1721385
  • Maynard, B. R., Farina, A., Dell, N. A., & Kelly, M. S. (2019). Effects of trauma-informed approaches in schools: A systematic review. Campbell Systematic Reviews, 15(1–2), 1–18. https://doi.org/10.1002/cl2.1018
  • McMakin, D., Ballin, A., & Fullerton, D. (2022). Secondary trauma, burnout, and teacher self-care during COVID19: A mixed-methods case study. Psychology in the Schools, 60(5), 1–17. https://doi.org/10.3389/fpsyg.2020.614774
  • Miller, K., & Flint-Stipp, K. (2019). Preservice teacher burnout: Secondary trauma and self-care issues in teacher education. Issues in Teacher Education, 28(2), 28–45.
  • Motta, R. W. (2012). Secondary trauma in children and school personnel. Journal of Applied School Psychology, 28(3), 256–269. https://doi.org/10.1080/15377903.2012.695767
  • Namminga, C. (2021). Secondary trauma: How does it impact educators? [ Master’s thesis]. Northwestern College. NWCommons. https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1317&context=education_masters
  • Nelson-Gardell, D., & Harris, D. (2003). Childhood abuse history, secondary traumatic stress, and child welfare workers. Child Welfare, 52(1), 5–26.
  • Newell, J. M., & MacNeil, G. A. (2010). Professional burnout, vicarious trauma, secondary traumatic stress, and compassion fatigue. Best Practices in Mental Health, 6(2), 57–68.
  • O’Malley, M., Robinson, Y. A., Hydon, S., Caringi, J., & Hu, M. (2019). Organizational resilience: Reducing the impact of secondary trauma on front line human services staff. SAMHSA Issue Brief. https://eastsideforall.org/wp-content/uploads/2020/01/ReCAST-Issue-Brief_Secondary-Trauma.pdf
  • Pawlo, E., Lorenzo, A., Eichert, B., & Elias, M. J. (2019). All SEL should be trauma-informed. Phi Delta Kappan, 101(3), 37–41. https://doi.org/10.1177/0031721719885919
  • Pearlman, L. A. (1999). Self-care for trauma therapists: Ameliorating vicarious traumatization. In B. H. Stamm (Ed.), Secondary traumatic stress: Self-care issues for clinicians, researchers, and educators (pp. 51–64). Sidran Press.
  • Peddle, A. (2020). Teachers’ Positive ACE Scores and Their Informed Classroom Practices ( dissertation).
  • Ratzon, A., Farhi, M., Ratzon, N., & Adini, B. (2022). Resilience at work, burnout, secondary trauma, and compassion satisfaction of social workers amidst the COVID-19 pandemic. Environmental Research and Public Health, 19(9), 1–14. https://doi.org/10.3390/ijerph19095500
  • Rechtschaffen, D. (2014). The way of mindful education: Cultivating well-being in teachers and students. W. W. Norton.
  • Salloum, A., Kondrat, D. C., Johnso, C., & Olson, K. R. (2015). The role of self-care on compassion satisfaction, burnout, and secondary trauma among child welfare workers. Children and Youth Services Review, 49, 54–61. https://doi.org/10.1016/j.childyouth.2014.12.023
  • Shamblin, S., Graham, D., & Bianco, J. A. (2016). Creating trauma-informed schools for rural Appalachia: The partnerships program for enhancing resiliency, confidence and workforce development in early childhood education. School Mental Health, 8(1), 189–200. https://doi.org/10.1007/s12310-016-9181-4
  • Souto-Manning, M., & Emdin, C. (2020). On the harm inflicted by urban teacher education programs: Learning from the historical trauma experienced by teachers of color. Urban Education, online first. https://doi.org/10.1177/2F0042085920926249
  • Sprague, J., & Zimmerman, M. K. (1989). Quality and quantity: Reconstructing feminist methodology. The American Sociologist, 20(1), 71–86. https://doi.org/10.1007/BF02697788
  • Stevens, M. (2009). From the past imperfect: Towards a critical trauma theory. Letters: The Semiannual Newsletter of the Robert Penn Warren Center for the Humanities, 17(2), 1–5. https://ir.vanderbilt.edu/bitstream/handle/1803/3320/letterss09.pdf?sequence=1
  • Stevens, M. (2016). Trauma is as trauma does: The politics of affect in catastrophic times. In M. J. Casper & E. Wertheimer (Eds.), Critical trauma studies: Understanding violence, conflict, and memory in everyday life (pp. 19–36). New York University Press. https://doi.org/10.18574/nyu/9781479896561.003.0002
  • Tehrani, N. (2007). The cost of caring – the impact of secondary trauma on assumptions, values, and beliefs. Counselling Psychology Quarterly, 20(4), 325–339. https://doi.org/10.1080/09515070701690069
  • Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019). Trauma-informed practices in schools across two decades: An interdisciplinary review of research. Review of Research in Education, 43(1), 422–452. https://doi.org/10.3102/0091732X18821123
  • Tirrell-Corbin, C., Klika, J. B., & Schelbe, L. (2022). Using research-practice-policy partnerships to mitigate the effects of childhood trauma on educator burnout. Child Abuse & Neglect 142, 105941. Advance online publication. https://doi.org/10.1016/j.chiabu.2022.105941
  • Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247
  • van der Kolk, B. (1987). Psychological trauma. American Psychiatric Publishing, Inc.
  • van der Kolk, B. (2005). Developmental trauma disorder. Psychiatric Annals, 35(5), 401–408. https://doi.org/10.3928/00485713-20050501-06
  • Varghese, R., Quiros, L., & Berger, R. (2018). Reflective practices for engaging in trauma-informed culturally competent supervision. Smith College Studies in Social Work, 88(2), 135–151. https://doi.org/10.1080/00377317.2018.1439826
  • Wade, R., Jr., Shea, J. A., Rubin, D., & Wood, J. (2014). Adverse childhood experiences of low-income urban youth. Pediatrics, 134(1), e13–e20. https://doi.org/10.1542/peds.2013-2475
  • Walker, A. J., & Walsh, E. (2015). Adverse childhood experiences: How schools can help. Journal of Child and Adolescent Psychiatric Nursing, 28(2), 68–69. https://doi.org/10.111/jcap.12105
  • Wells, R. S., & Stage, F. K. (2015). Past, present, and future of critical quantitative research in higher education. New Directions for Institutional Research, 163(163), 103–112. https://doi.org/10.1002/ir.20089

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.