Abstract
Research on trauma-informed practices is common in Western countries, but non-Western countries have made minimal contributions in this regard. This study aimed to develop an instrument which could be used to measure perceived competence of teachers in the implementation of trauma-informed practices for students with disabilities in Ghana and the United Arab Emirates (UAE). The Teacher Trauma Management Scale (TTMS), developed using the trauma framework by the Substance Abuse and Mental Health Services Administration was used to collect data from 514 teachers in Ghana (n 270) and the UAE (n = 244). Data were subjected to confirmatory factor analysis) and a two-way factorial analysis of variance was conducted. While one hypothesis was supported by the study findings, the other was only partially supported. The findings provided theoretical and structural support for the newly developed TTMS in a non-Western context. This study highlights the need to develop contextual trauma management training models or a curriculum for training teachers.
Original language | English |
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Pages (from-to) | 55-75 |
Number of pages | 21 |
Journal | Journal of Child and Adolescent Mental Health |
Volume | 35 |
Issue number | 1-3 |
DOIs | |
Publication status | Published - 2023 |
Keywords
- child development
- inclusive education
- mental health
- non-Western
- school
- students with disability
- trauma management
- well-being
ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health
- Developmental and Educational Psychology
- Clinical Psychology
- Psychiatry and Mental health