Presenter(s)

• Molly Michaels, Student, Brigham Young University
• Rebecca Winters, Assistant Professor, Brigham Young University

Abstract

The maltreatment of children is currently a global health priority (Chamberlain et al., 2019). By the age of 16, over two thirds of children report having experienced at least one traumatic event (Toof et al., 2020). Exposure to childhood trauma can negatively impact brain development, leading to problems functioning across community, home, and school settings (Burke Harris, 2018). In response, the Substance Abuse and Mental Health Services Administration developed a framework for trauma- informed care to address the significant impact of trauma on individuals (Loomis, 2018). However, few studies exist that explore the use of trauma-informed care practices in early childhood education settings (Bartlett, 2021). Further, to our knowledge, the Utah State Board of Education does not offer any trauma-informed care trainings designed specifically for early childhood educators. Considering the benefits linked to early intervention and trauma-informed care practices, it is important to address the lack of research and training surrounding trauma-informed care within the context of early childhood education. A Multiperspectival Interpretative Phenomenological Analysis was employed for this study in order to explore Utah early childhood educators’ experiences with trauma-informed care training.