School of Behavioral Sciences


Doctor of Education in Community Care and Counseling (EdD)


Brian K. Cambra


Trauma-Informed Care, Schools, Attitudes Related to Trauma-Informed Care (ARTIC), Administration, Teachers, Counselors, Special Education




This study analyzes the attitudes and beliefs with regards to trauma-informed care, of certified staff members at one public high school, in a public school district, in the southeast valley of Phoenix, Arizona. Previous studies have demonstrated that the attitudes of certified staff members have had a large impact on the implication and effectiveness of trauma-informed care within schools. The certified staff members went through several trainings to increase their trauma-informed readiness, help them identify struggling students, and build trauma-informed strategies when working with students. The relationship between these trainings and the overall attitude of certified staff requires further research to understand. The Attitudes Related to Trauma-Informed Care (ARTIC) scale will be utilized to assess the empathy of certified staff members, their personal support of trauma-informed care, the level of support they feel comes from leadership, and their confidence level in providing trauma-informed care. A regression analysis was completed to compare the means of the staff’s ARTIC scale scores to the number of trainings completed. The regression analysis showed that ARTIC scores were not impacted by the number of training sessions staff members had attended. Descriptive statistics were used to compare the mean scores of staff members in different subcategories. There were minimal differences, mostly not statistically significant, in ARTIC scores based on several subcategories, except for the type of education pursued. Educators with a Master’s in Counseling had significantly higher ARTIC scores. The implication is that many staff members in a school will benefit from TIC specific training, similar to the training programs offered for Master’s in Counseling programs.

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