ABSTRACT

An extraordinary number of young children are exposed to trauma that impacts their development and well-being. Early care and education (ECE) programs are uniquely positioned to support children exposed to trauma yet may lack access to resources and professional development to enhance their capacity to deliver trauma-informed care. Using a qualitative multiple case study methodology, this study investigated how five urban ECE programs adopted new trauma-informed practices as a result of participating in a collaborative model for professional learning. This model, called the Breakthrough Series Collaborative, is designed to build both individual and organizational capacity to implement new practices and is supported by theoretical frameworks from organizational and improvement science. The study explored the changes that occurred at the individual, classroom, and organizational levels. Results suggest changes in knowledge and attitudes about trauma, empathy, and teacher empowerment; classroom and practice level shifts including social and emotional teaching and family centered communication; and at the organizational level a more caring and collaborative workplace culture and improved interagency collaboration. The results further suggest that professional development delivered at the organizational level may support the coordinated implementation of new TIC practices by both teachers and administrators building organizational capacity to improve and sustain these practices.

摘要

数量众多的幼儿受到影响其发展和福祉的创伤。早期护理和教育（ECE）计划在支持遭受创伤的儿童方面处于独特的位置，但可能缺乏获得资源和专业发展的机会，无法增强他们提供创伤知情护理的能力。本研究使用定性的多案例研究方法，研究了五个城市ECE计划如何通过参与专业学习协作模型而采用了新的创伤知情实践。此模型称为“突破系列协作”，旨在建立个人和组织实施新实践的能力，并得到来自组织和改进科学的理论框架的支持。该研究探讨了个体发生的变化，教室和组织级别。结果表明，有关创伤，同理心和教师赋权的知识和态度发生了变化。课堂和实践水平的转变，包括社交和情感教学以及以家庭为中心的沟通；在组织层面上，更关爱和协作的工作场所文化以及改善的机构间协作。结果进一步表明，在组织一级提供的专业发展可以通过教师和管理人员建立组织能力来改善和维持这些实践来支持新TIC行为的协调实施。课堂和实践水平的转变，包括社交和情感教学以及以家庭为中心的沟通；在组织层面上，更关爱和协作的工作场所文化以及改善的机构间协作。结果进一步表明，在组织一级提供的专业发展可以通过教师和管理人员建立组织能力来改善和维持这些实践来支持新TIC行为的协调实施。课堂和实践水平的转变，包括社交和情感教学以及以家庭为中心的沟通；在组织层面上，更关爱和协作的工作场所文化以及改善的机构间协作。结果进一步表明，在组织一级提供的专业发展可以通过教师和管理人员建立组织能力来改善和维持这些实践来支持新TIC行为的协调实施。