How do we get to trauma-informed practice? Retention and application of learning by practitioners trained using the core curriculum on childhood trauma.

Sonya Dublin, Robert Abramovitz, Laura Katz, Christopher M. Layne

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

Objective: Most mental health practitioners receive minimal trauma training in their degree curriculum and rely on supplemental training to build additional skills. Since 2016, the Core Curriculum on Childhood Trauma (CCCT) has been used for brief in-service training of more than 2,000 mental health practitioners. Prior evaluation showed statistically significant learning outcomes posttraining, yet little was known about retention of learning or impact on clinical practice. Method: We collected 100 mixed-method follow-up surveys from participants completing CCCT training between October 2016 and August 2019. Results: Statistically significant increases were seen between pretraining and follow-up self-report (6–24 months later) for four child trauma skills (effect sizes: 0.90–1.07). Qualitative data identified four key impacts on clinical practice: increased empathy, understanding of trauma complexity, systematic approach to case conceptualization, and catalyzing further trauma learning. Conclusions: Positive learning outcomes 6–24 months posttraining suggest that the CCCT is an effective tool for in-service training and that retained learning can translate into improved trauma-informed clinical practice. (PsycInfo Database Record (c) 2021 APA, all rights reserved) Clinical Impact Statement—Mental health practitioners regularly engage in brief in-service trainings to increase their skills, yet little is known about the long-term impact of such training on clinical practice. The Core Curriculum on Childhood Trauma (CCCT) has been used with over 2,000 mental health practitioners in the United States to enhance their ability to respond effectively to child trauma. Prior evaluation showed statistically significant learning outcomes immediately posttraining. This article describes longer-term outcomes (6–24 months posttraining), including qualitative measures of the impact on clinical practice.

Original languageEnglish
Pages (from-to)258-262
Number of pages5
JournalPsychological Trauma: Theory, Research, Practice, and Policy
Volume13
Issue number2
DOIs
StatePublished - 26 Oct 2020
Externally publishedYes

Keywords

  • childhood trauma
  • core competency
  • trauma training
  • workforce development

Fingerprint

Dive into the research topics of 'How do we get to trauma-informed practice? Retention and application of learning by practitioners trained using the core curriculum on childhood trauma.'. Together they form a unique fingerprint.

Cite this