Developing and validating a scale to measure trauma-informed practices used by teachers in inclusive schools in Ghana and the United Arab Emirates

Maxwell Peprah Opoku, Hala Elhoweris, Ashraf Moustafa, Daniel Miezah, Haseena Shah, Ghadah Al Murshidi

Research output: Contribution to journalArticlepeer-review

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 languageEnglish
JournalJournal of Child and Adolescent Mental Health
DOIs
Publication statusAccepted/In press - 2024

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

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