Differences in Self-efficacy of Online Trauma-Informed Care Training

Authors' Affiliations

Ethan Barker, Chad Davis, Angela Masiello, B.S., Mary Jo Hedrick, M.S., and Andrea D. Clements, Ph.D. Department of Psychology, College of Arts and Sciences, East Tennessee State University, Johnson City, TN.

Location

D.P. Culp Center Ballroom

Start Date

4-5-2024 9:00 AM

End Date

4-5-2024 11:30 AM

Poster Number

175

Name of Project's Faculty Sponsor

Andrea Clements

Faculty Sponsor's Department

Psychology

Classification of First Author

Undergraduate Student

Competition Type

Competitive

Type

Poster Presentation

Presentation Category

Social Sciences

Abstract or Artist's Statement

As Trauma-Informed Care (TIC) grows within professional, educational, and clinical settings, it is vital to understand the effectiveness of TIC training and how certain factors may contribute to more TIC self-efficacy in individuals. Previous research has examined how TIC influences social connectedness, personal functioning, and overall knowledge of trauma. The current study seeks to examine whether TIC self-efficacy differs by job type or education level. The proposed hypotheses include 1) helping professions will have higher self-reported self-efficacy in TIC than those in education or business professions; 2) people with high school equivalent education will have lower self-reported self-efficacy in TIC than those with a college or graduate equivalent education; 3) individuals who work in helping professions and hold a graduate level education will have the highest self-reported TIC self-efficacy score. Participants completed an online Trauma-Informed Care training via REDCap consisting of four videos, a demographic survey, and four training video quizzes. A filtered dataset from 294 participants was analyzed to examine TIC self-efficacy. A Two-Way ANOVA (3 x 3) was performed using SPSS to examine differences in participants’ mean score of all quiz items across all four training videos by job classification and education level. Job classification included 3 conditions: Business, Education, and Helping Professions. Education level included 3 conditions: High School, College, and Graduate equivalent. Results showed no significant main effect for job classification, F(2,291) = .434, p =.648 or education level, F(2, 291) = .746, p = .475. Results also indicated no significant simple effects across all 9 conditions, F(8, 285) = .381, p =.822. These findings suggest that levels of TIC self-efficacy are not related to education level or job classification. The implications of these results provide further evidence that the specific job type or education level of individuals do not pose barriers to becoming trained in Trauma-Informed Care. Future studies should examine TIC self-efficacy with diverse and larger samples.

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Apr 5th, 9:00 AM Apr 5th, 11:30 AM

Differences in Self-efficacy of Online Trauma-Informed Care Training

D.P. Culp Center Ballroom

As Trauma-Informed Care (TIC) grows within professional, educational, and clinical settings, it is vital to understand the effectiveness of TIC training and how certain factors may contribute to more TIC self-efficacy in individuals. Previous research has examined how TIC influences social connectedness, personal functioning, and overall knowledge of trauma. The current study seeks to examine whether TIC self-efficacy differs by job type or education level. The proposed hypotheses include 1) helping professions will have higher self-reported self-efficacy in TIC than those in education or business professions; 2) people with high school equivalent education will have lower self-reported self-efficacy in TIC than those with a college or graduate equivalent education; 3) individuals who work in helping professions and hold a graduate level education will have the highest self-reported TIC self-efficacy score. Participants completed an online Trauma-Informed Care training via REDCap consisting of four videos, a demographic survey, and four training video quizzes. A filtered dataset from 294 participants was analyzed to examine TIC self-efficacy. A Two-Way ANOVA (3 x 3) was performed using SPSS to examine differences in participants’ mean score of all quiz items across all four training videos by job classification and education level. Job classification included 3 conditions: Business, Education, and Helping Professions. Education level included 3 conditions: High School, College, and Graduate equivalent. Results showed no significant main effect for job classification, F(2,291) = .434, p =.648 or education level, F(2, 291) = .746, p = .475. Results also indicated no significant simple effects across all 9 conditions, F(8, 285) = .381, p =.822. These findings suggest that levels of TIC self-efficacy are not related to education level or job classification. The implications of these results provide further evidence that the specific job type or education level of individuals do not pose barriers to becoming trained in Trauma-Informed Care. Future studies should examine TIC self-efficacy with diverse and larger samples.