Increasingly, preschools are integrating trauma-informed interventions, which often include components of training, to improve practices and promote the well-being of children who have experienced trauma. Similar interventions have been linked to positive outcomes for older children; however, there is limited research that examines whether or how training on trauma specifically contributes to child and staff well-being within early childhood settings such as preschools. The current study examines the relationship between trauma-informed training content, trauma-informed attitudes, and stress in a sample of 111 preschool staff (49% lead teachers, 20% assistant teachers, and 27% other staff such as administrators and classroom aides). This study examined the unique influence of training related to trauma-informed skills (e.g., screening for trauma, responding to challenging trauma-related behaviors) and trauma-informed self-reflection (e.g., the impact of a child’s trauma on staff) on trauma-related attitudes and stress (including general stress and child-related stress) in a sample of teachers and staff with prior training on trauma-informed knowledge (e.g., definitions of trauma). Compared to those with only knowledge training, teachers and staff with self-reflection (β = .22, SE = .09, p = .014) and self + skills training (β = .50, SE = .13, p < .001) had stronger trauma-informed attitudes than those with only knowledge training. Direct pathways from training content and trauma-informed attitudes to general stress were not significant. Pathway from trauma-informed attitudes to child-related stress (β = − .51, SE = .12, p ≤ .001) and the indirect pathway from self-reflection training (β = − .11, p = .015) self + skill training (β = − .25, p < .001) to child-related stress through trauma-informed attitudes were significant. The findings of this study suggest that all trauma-informed training is not equal; training that focuses on self-reflection, such as the role of vicarious trauma, may be particularly important as part of a trauma-informed school approach. Trauma-informed attitudes are also an important mechanism through which trauma-informed interventions may influence staff well-being in preschool settings.

学前班越来越多地结合创伤知情干预措施，通常包括培训内容，以改善行为习惯并促进遭受创伤的儿童的福祉。类似的干预措施已与年龄较大的儿童取得积极成果相关；但是，很少有研究检查创伤培训是否或如何对幼儿期（如学龄前）环境中的儿童和员工的福祉有特别的贡献。当前的研究在111名学前班员工（49％的班主任，20％的助理老师和27％的其他职员，例如管理员和教室助手）的样本中研究了创伤知情的培训内容，创伤知情的态度和压力之间的关系。 。这项研究考察了与创伤知情技能相关的培训的独特影响（例如，筛查创伤，在教师和教师的样本中，应对具有挑战性的与创伤有关的行为）和创伤知情的自我反思（例如，孩子的创伤对工作人员的影响）对与创伤有关的态度和压力（包括一般压力和与儿童有关的压力）接受过有关创伤知识的培训（例如，创伤的定义）的员工。与仅接受知识培训的人相比，具有自我反省的教师和员工（β  = .22，SE = .09，p  = .014）和自我+技能训练（β  = .50，SE = .13，p  <.001）比只接受知识训练的人具有更强的创伤知情态度。从训练内容和对创伤的态度到一般压力的直接途径并不重要。从创伤知情的态度途径与儿童相关的应力（β  = - 0.51，SE = 0.12，p  ≤0.001）和自省培训间接通路（β  = - 0.11，p  = 0.015）自+技能训练（β  = − .25，p <0.001）通过知情的态度对与儿童相关的压力具有显着意义。这项研究的结果表明，所有创伤知情的培训都不相同。作为创伤知情的学校方法的一部分，着重于自我反思的培训（例如替代创伤的作用）可能特别重要。创伤知情的态度也是重要的机制，通过创伤知情的干预可能会影响学龄前环境中员工的福祉。