Change in Juvenile Justice Part-Time Academic Staff Participant Awareness of Trauma and Perceptions of Student Behavior Before and After a Brief Trauma-Awareness Training 

Lauren M. Weiss
Dr. Carol Cox, Faculty Mentor

There is a strong correlation between childhood exposure to violence and substances and undesirable behavioral outcomes, especially in adjudicated youth. While trauma-informed teaching methods aim to mitigate this, there is limited research addressing the effectiveness of short training interventions for part-time academic staff. This study bridges that gap by evaluating the ability of an asynchronous training module to influence part-time staff’s perceptions of student reactions in a residential setting. Eleven part-time academic staff and six full-time professional staff were evaluated. Based on pre- and post-intervention surveys, part-time staff significantly improved in recognition of trauma-related behaviors and implementation of trauma-informed classroom strategies while professional staff maintained a higher baseline. These results suggest that brief, low resource trainings can improve part-time staff perceptions, supporting integration of accessible training while highlighting the importance of ongoing professional development.  

Keywords: adjudicated youth, trauma-informed teaching, Justice-involved youth, trauma-informed interventions, asynchronous training, trauma-related

Topic(s):Health Science

Presentation Type: Oral Presentation

Session: -
Location: SUB 3201
Time: 

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