Trauma-informed Interventions in Early Childhood Education and Care Settings: A Scoping Review

被引:7
|
作者
Sun, Yihan [1 ]
Blewitt, Claire [1 ,6 ]
Minson, Victoria [2 ]
Bajayo, Rachael [3 ]
Cameron, Lee [4 ]
Skouteris, Helen [5 ]
机构
[1] Monash Univ, Sch Publ Hlth & Prevent Med, Hlth & Social Care Unit, Melbourne, Vic, Australia
[2] Australian Catholic Univ, Natl Sch Educ, Melbourne, Vic, Australia
[3] Alannah & Madeline Fdn, Impact & Evaluat, Melbourne, Vic, Australia
[4] Alannah & Madeline Fdn, Melbourne, Vic, Australia
[5] Monash Univ, Hlth & Social Care Improvement & Implementat Sci, Melbourne, Vic, Australia
[6] Monash Univ, Sch Publ Hlth & Prevent Med, Hlth & Social Care Unit, 553 St Kilda Rd, Melbourne, Vic 3004, Australia
关键词
trauma-informed; early childhood; childhood trauma; multi-tiered; training; POSTTRAUMATIC-STRESS; EXPERIENCES; SCHOOLS; EVENTS; IMPACT; ABUSE;
D O I
10.1177/15248380231162967
中图分类号
DF [法律]; D9 [法律];
学科分类号
0301 ;
摘要
Trauma in early childhood is a significant public health concern. Early Childhood Education and Care (ECEC) services are uniquely positioned to buffer the negative impact of early childhood trauma on children. This scoping review synthesized studies evaluating trauma-informed interventions in ECEC settings through a systematic search of four relevant online databases (PsycINFO, Medline, ERIC, A+ Education). Fourteen studies met the inclusion criteria, with 12 ECEC center-based trauma-informed interventions evaluated. Types and components of trauma-informed interventions, outcomes, and measures are presented. Findings suggest that trauma-informed interventions in ECEC settings are nascent but growing. Increasingly, programs are adopting multi-tiered system of support to address early childhood trauma, with these models suggesting promising results. The predominant focus of ECEC center-based trauma-informed interventions was upskilling teachers through training and coaching, with studies focused on assessment of teacher-level outcomes. Child, organization, and caregiver-level outcomes are not explored to the same extent, with evaluation of organizational outcomes relying predominately on qualitative methods. Whilst the short-term outcomes of trauma-informed approaches in ECEC have been examined, longer-term impacts and the causal mechanistic pathways of such programs have yet to be explored.
引用
收藏
页码:648 / 662
页数:15
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