Date of Award
Doctor of Psychology (PsyD)
Graduate Department of Clinical Psychology
Celeste Jones, Psy.D.
Kristie Knows His Gun, Psy.D.
With increased awareness and discussion of trauma-informed care, both within the educational setting and the Native-American community, this study went about developing a training series on trauma and resilience for educational and residential staff at a Native-American boarding school. This study sought to identify the effectiveness of this training series on improving participant’s attitudes towards trauma-informed care, while also assessing individual characteristics including Resilience, Burnout, Secondary Traumatic Stress, and Compassion Satisfaction as possible predictors of trainees’ attitudes. Results determined the training series did not significantly change trainees’ attitudes on trauma-informed care. Additionally, while resilience and secondary traumatic stress proved to be significant predictors of trainee’s attitudes, these effects did not persist over time. Therefore, implications for future trauma-informed care training and research are further discussed, with specific considerations for addressing resilience and burnout on a systematic level prior to implementing trauma-informed trainings or policies.
Tissell, Peter, "Trauma-Informed Care in Native American Education: Compassion Satisfaction, Secondary Traumatic Stress, Burnout, and Resilience as Mediating Factors to Implementation" (2023). Doctor of Psychology (PsyD). 488.