Emotions and Racism

Zuri Gill

Co-Presenters: Blanca Garcia, Kiany Probherbs

College: The College of Health Professions and Human Services

Major: School and Clinical Psychology (Psy.D)

Faculty Research Mentor: Aditi Vijay

Abstract:

Adverse childhood experiences (ACEs) and childhood trauma impact youths’ overall well-being and academic achievement. With the prevalence of ACEs/childhood trauma and the increase in diversity among student populations, schools have an essential role in implementing trauma-informed and culturally responsive practices to foster a supportive learning environment. While school psychologists play a pivotal role in promoting these practices, not all professionals are adequately trained to address childhood trauma in a culturally humble manner. This study examines school psychology graduate students' development in a comprehensive culturally responsive, trauma-informed school-based practicum. Trainees engaged in a year-long practicum designed to enhance their preparation and attitudes toward providing culturally responsive and trauma-informed care in a school setting. They received extensive supervision and consultation from school-based mental health providers, licensed psychologists from the community, and a local university. The study utilized a mixed-methods design to investigate the trainees' development over a year of practicum training in terms of cultural humility, attitudes about trauma-informed care, self-efficacy in delivering trauma-informed interventions, and satisfaction with the year-long practicum training program. Findings suggest that after the practicum, trainees had a shift in attitudes toward the implementation of trauma-informed care, recognized the importance of cultural responsiveness/humility, and felt more confident/prepared to implement culturally responsive, trauma-informed care in a school setting. Trainees largely endorsed overall satisfaction with the practicum experience.