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Cited by 16Child Abuse and TraumaSocial Work Education and PracticeTeacher Education and Leadership Studies

The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.

Mitigating secondary traumatic stress in preservice educators: A pilot study on the role of trauma‐informed practice seminars

Castro Schepers, Ofelia, Young, Kathryn S.·2022·Psychology in the Schools
DOI 10.1002/pits.22610
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Abstract

Abstract In this study, explore secondary traumatic stress (STS) in preservice teachers (PSTs) and if trauma‐informed practices (TIPs) have the potential to mitigate STS. We hypothesize that PST who have had consistent and extensive exposure to TIP will experience lower levels of STS in their student teaching or residency than students who have not had this exposure. Thirty‐four PST participated in the study. Twenty‐one were women, 12 men, and 1 identified as nonbinary. Their average age was 31 years. Participants were 73.1% Caucasian. A survey design was used. Surveys went out to all Metropolitan State University of Denver School of Education Students. Early results demonstrate a positive causal relationship between an increase of TIP seminars and decreased STS. By integrating TIP seminars and principles into teacher preparation programs, new teachers will enter the workforce better equipped to address their own needs and the needs of the children and families they serve.

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Crossref · 10.1002/pits.22610

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3 of 3 references verified0 citation errors · 0 not checkable

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Research works printed but not linked: 28

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  17. Schepers O.(2017).A teacher at risk: Giving voice to teacher secondary traumatic stress(Doctoral dissertation). University of Colorado Boulder.https://scholar.colorado.edu/concern/graduate_thesis_or_dissertations/3x816m761
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Sorted by citations

  • The psychological impacts of content moderation on content moderators: A qualitative study

    Spence, R., Bifulco, A., Bradbury, P., Martellozzo, E., & DeMarco, J. (2023) · Cyberpsychology: Journal of Psychosocial Research on Cyberspace · doi:10.5817/cp2023-4-8 · Cited by 48

    “…principles of safety, trustworthiness, peer support collaboration and mutuality, empowerment, and cultural, historical and gender issues (Substance Abuse and Mental Health Services Administration, 2014) and is shown to reduce STS and burnout amongst staff (Handran, 2015; Schepers & Young, 2022).”
    Background

Metadata

Authors
Castro Schepers, O., & Young, K. S.
Affiliations
  • Department of Elementary Education and Literacy Metropolitan State University of Denver Denver Colorado USA
  • Metropolitan State University of Denver (US)
ORCID
Venue
Psychology in the Schools
Publisher
Wiley
Published
2021-10-21
Volume
59
Issue
2
Pages
316-333
ISSN
  • 0033-3085 (ISSN-L)
  • 1520-6807
DOI
10.1002/pits.22610
OpenAlex
W3209609556
Cited by
16
References
3
Citations by year
2026: 4 · 2025: 5 · 2024: 2 · 2023: 3 · 2022: 2
FWCI
1.19
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
Psychology in the Schools (publishedVersion)
Topics
  • Social Sciences › Psychology › Clinical Psychology › Child Abuse and Trauma
  • Social Sciences › Public Administration › Social Work Education and Practice
  • Social Sciences › Education › Teacher Education and Leadership Studies
Keywords
secondary traumatic stress, pre-service teachers, trauma-informed practice, teacher education curriculum, student teaching, teacher well-being, teacher professional development

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