Degree Name
PhD (Doctor of Philosophy)
Program
Psychology
Date of Award
12-2025
Committee Chair or Co-Chairs
Diana Morelen
Committee Members
Andrea Clements, Wallace Dixon
Abstract
Trauma is a substantial threat to public health. As such, significant effort has been exerted into developing interventions which mitigate the consequences of trauma. Trauma-informed practice (TIP) aims to alleviate the effects of trauma by building policies and practices focused on safety, trust, transparency, support, collaboration, and empowerment. This study investigated how individual-level factors, including readiness for organizational change, perceived benefit of TIP training, and personal trauma history affect one’s ability to apply a TIP lens in a sample (n =100) of members of a graduate-level college. Further, it explored if one’s perceptions of and response to trauma-informed practice training predict changes in well-being, stress, and burnout. Results indicated that perceived benefit and readiness for organizational change are important predictors of post-training outcomes. Participants with a history of trauma performed more poorly on post-training trauma-informed knowledge questions. Results provided initial utility for use of objective measurement of trauma-informed application abilities.
Document Type
Thesis - embargo
Recommended Citation
Daniel, Kelly, "Learning To Be Trauma-Informed: An Examination of Individual-Level Factors Predicting Perceptions of and Response to Trauma-Informed Practice Trainings" (2025). Electronic Theses and Dissertations. Paper 4128. https://dc.etsu.edu/etd/4128
Copyright
Copyright by the authors.