Kim, S., Crooks, C. V., Bax, K., & Shokoohi, M. (2021). Impact of Trauma-Informed Training and Mindfulness-Based Social—Emotional Learning Program on Teacher Attitudes and Burnout: A Mixed-Methods Study. School Mental Health, 13, 55-68.
https://link.springer.com/article/10.1007/s12310-020-09406-6?error=cookies_not_supported&code=45e89903-80ad-4342-8d85-a93483fc80f1

has been cited by the following article:

• TITLE: Beyond Trauma Informed Practices: Recommendations for Secondary Traumatic Stress in Educators

  AUTHORS: Twianie Roberts, Annette Murray

  KEYWORDS: Trauma, Trauma Informed Practices, Secondary Traumatic Stress, Trauma Protocols, Traumatic Experiences, Teacher Burnout, Post Traumatic Stress Disorder, PTSD, Stress Management, Coping Mechanisms, Self-Care

  JOURNAL NAME: Psychology, Vol.14 No.1, January 19, 2023

  ABSTRACT: Trauma informed practices provide educators with the necessary tools to address the impact that traumatic experiences have on students. The common themes for professional development and resources related to trauma informed practices include building knowledge, shifting perspectives, building emotionally healthy school cultures and self-care for educators. Educators often experience burnout and leave the profession due to stress. More than a half-million teachers have left the profession since the start of 2020. This is in part due to secondary traumatic stress. Secondary traumatic stress is defined as emotional duress that is a result of an individual hearing about the first hand traumatic experiences of another. School districts across America have minimal ongoing trauma related professional development offerings that address educator needs. This paper examines increased educator trauma and current available resources. It provides the guidelines for a collaborative model between Mental Health Professionals and Educators to produce Professional Development based Trauma Protocols for Educators.