Burnout, Professional
Conditions
Brief summary
Background. To increase school readiness, Pre-K programs for low-income children must be responsive to the role of trauma in the lives of children, families, and staff. In 2017-2018, the School District of Philadelphia's (SDP) Office of Early Childhood Education will help Pre-K teachers support children's social-emotional and behavioral health, which is essential for early learning, by offering teachers a professional development course called Enhancing Trauma Awareness (ETA). Purpose. To determine whether teachers who take ETA will have: 1) better work functioning; 2) more trusting work relationships; and 3) better health. Population. Pre-K classroom teachers (n=128) working in centers under SDP auspice that serve exclusively low-income (≤300 % of poverty) children. Intervention. A 12-week professional development course-Enhancing Trauma Awareness-will delivered by Lakeside Global Institute in 6 group sessions, with 16 teachers per group and each session lasting 2.5 hours. Design. Consenting teachers will be randomly assigned by classroom (lead teacher and/or assistant teacher) to receive the ETA course in either fall 2017 (intervention groups) or spring 2018 (wait-list control groups). Data collection and analysis. An external evaluation team (Temple University) will administer a confidential, online survey to all 128 teachers in fall 2017 (before fall course), winter 2017 (after fall course), and spring 2018 (after spring course). Teacher-children relationship quality will be the a priori primary outcome, and secondary outcomes will be assessed across the domains of work functioning, trust, and health.
Interventions
BEHAVIORALEnhancing Trauma Awareness (Diane Wagenhals, MEd-Lakeside Global Institute)
The trauma awareness professional development course is delivered in a small group (up to 16 participants; 2.5 hours every other week over 12 weeks). The course provides an environment for professionals to explore in depth the complex nature of trauma, while also recognizing and emphasizing the highly sensitive nature of trauma that is essential to becoming trauma-informed. The course facilitates a heightened awareness and appreciation for trauma-related behaviors and consequences that influence relationships and systems and that persist across generations.
Sponsors
United Way of Greater Philadelphia and Southern New Jersey (UWGPSNJ)
Lakeside Global Institute
The School District of Philadelphia
Temple University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Intervention model description
The investigators will randomly assign consenting teachers by classroom (lead teacher and/or assistant teacher) to either the fall or spring course (intervention and waitlist control groups, respectively). The course will be taught to groups of 16 teachers, with four groups in the fall course (64 teachers) and four in the spring course (64 teachers). To determine the impacts of the training intervention on those assigned to the fall course (intervention groups), those assigned to the spring course (control groups) will serve as concurrent controls during the fall.
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
Preschool classroom teacher who works in a center that is under the auspice of the School District of Philadelphia and serves exclusively low-income (≤300 % of poverty) children.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in teacher-children relationship quality (specifically, levels of perceived conflict) at 3 months | The teacher-children relationship quality measurement will be assessed for all 128 teachers through online surveys at baseline (before the fall course) and at 3 months (after the fall course). | A modified version of the Student-Teacher Relationship Scale (STRS) conflict subscale will be used to allow each teacher to provide one global or aggregated assessment of her/his relationships with all the children in the classroom. The conflict subscale includes eight items to assess negative, insecure, and hostile aspects of relationships. |
Secondary
| Measure | Time frame |
|---|---|
| Change in empathy (Interpersonal Reactivity Index) at 3 months | The measure will be assessed for all 128 teachers through online surveys at baseline (before the fall course) and at 3 months (after the fall course). |
| Change in emotion regulation (Emotion Regulation Questionnaire) at 3 months | The measure will be assessed for all 128 teachers through online surveys at baseline (before the fall course) and at 3 months (after the fall course). |
| Change in compassion satisfaction (Professional Quality of Life Scale) at 3 months | The measure will be assessed for all 128 teachers through online surveys at baseline (before the fall course) and at 3 months (after the fall course). |
| Change in job satisfaction (adapted from Gallup Well-Being Work Index) at 3 months | The measure will be assessed for all 128 teachers through online surveys at baseline (before the fall course) and at 3 months (after the fall course). |
| Change in mindfulness (Cognitive and Affective Mindfulness Scale-Revised) at 3 months | The measure will be assessed for all 128 teachers through online surveys at baseline (before the fall course) and at 3 months (after the fall course). |
| Change in burnout (Maslach Burnout Inventory General) at 3 months | The measure will be assessed for all 128 teachers through online surveys at baseline (before the fall course) and at 3 months (after the fall course). |
| Change in trust in relationships with parents, supervisors, and other staff members (adapted from Trust in Schools Instruments) at 3 months | The measure will be assessed for all 128 teachers through online surveys at baseline (before the fall course) and at 3 months (after the fall course). |
| Change in mentally and physically unhealthy days (CDC Health-Related Quality of Life Healthy Days Core Module) at 3 months | The measure will be assessed for all 128 teachers through online surveys at baseline (before the fall course) and at 3 months (after the fall course). |
| Change in quality and duration of nighttime sleep (Pittsburgh Sleep Quality Index) at 3 months | The measure will be assessed for all 128 teachers through online surveys at baseline (before the fall course) and at 3 months (after the fall course). |
| Change in attitudes about trauma-informed care (Attitudes Related to Trauma-Informed Care Scale) at 3 months | The measure will be assessed for all 128 teachers through online surveys at baseline (before the fall course) and at 3 months (after the fall course). |
Countries
United States
Outcome results
None listed