Abstract Growing acknowledgement that adverse childhood experiences are widespread and can threaten healthy development has led to advocacy for schools to systematically incorporate trauma-sensitive practices and policies. While the background and training of school psychologists would seem to make them the ideal professionals to lead such work, little is known regarding their preparedness to engage in these school-based practices. The current pilot study examines the experiences, education and training, confidence and competence, current and desired roles, and perceived barriers and supports of school psychology trainers, trainees, and practitioners to engage in trauma-informed practices within schools. Results indicated that high majorities reported scant knowledge or competencies across domains of professional practice considered essential to trauma-informed care delivery. Findings and implications are discussed.

中文翻译：

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学校心理创伤方面的知识与实践：初步研究与回顾

摘要人们越来越认识到不良的童年经历很普遍，并可能威胁健康的发展，这促使人们提倡学校系统地采用对创伤敏感的做法和政策。尽管学校心理学家的背景和培训似乎使他们成为领导此类工作的理想专业人员，但对于他们准备从事这些基于学校的实践的准备知之甚少。当前的先导研究考察了学校心理培训师，受训者和从业人员在学校内从事创伤知情行为的经验，教育和培训，自信心和能力，当前和期望的角色以及感知的障碍和支持。结果表明，大多数人认为跨专业实践领域的知识或能力不足，这些知识或能力被认为对于以创伤为基础的医疗服务至关重要。讨论结果和含义。