Une évaluation d'un perfectionnement professionnel tenant compte des traumatismes à l'échelle de l'établissement pour le personnel dans des contextes éducatifs spécifiques à l'autisme

Titre original en anglais : An Evaluation of a Whole-School Trauma-Informed Professional Development for Staff in Autism-Specific Educational Settings

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Gibbs, V., Cai, R. Y., Love, A. M., Edwards, C., & Brunzell, T. (2025). An Evaluation of a Whole-School Trauma-Informed Professional Development for Staff in Autism-Specific Educational Settings. School Mental Health, 17(3), 875-889. https://doi.org/10.1007/s12310-025-09775-w

Date de publication: 14/06/2025 Ajout dans AutiHub: 05/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
5
Auteur·ices de la publication identifié·es comme autistes
1 / 5 (20,0 %)
  1. Vicki Gibbs
  2. Ru Ying Cai
  3. Abigail M.A. Love
  4. Chris Edwards *
  5. Tom Brunzell

Résumé

Résumé Cette recherche a exploré les façons dont des éducateurs au sein d'un prestataire d'éducation multi-établissements spécifique à l'autisme en Australie ont d'abord pris connaissance de l'éducation tenant compte des traumatismes, puis ont réfléchi à sa pertinence pour soutenir de manière proactive l'apprentissage de cohortes d'élèves autistes, dont beaucoup étaient décrits comme ayant des besoins complexes non satisfaits résultant de traumatismes de l'enfance. Les principaux objectifs de l'étude actuelle étaient de déterminer si une formation à l'éducation tenant compte des traumatismes destinée au personnel professionnel dans un environnement éducatif spécifique à l'autisme conduirait à des changements dans la littératie relative aux traumatismes et dans les attitudes du personnel scolaire à l'égard des soins tenant compte des traumatismes, et si ces changements seraient maintenus lors du suivi à 9 mois. En outre, l'étude visait à déterminer si la formation améliorerait le bien-être des enseignants. Enfin, nous avons cherché à recueillir les perspectives des enseignants sur l'impact de la formation et sur les éventuels obstacles à la mise en œuvre de pratiques tenant compte des traumatismes dans un contexte spécifique à l'autisme. Nos résultats indiquent qu'une brève formation tenant compte des traumatismes peut améliorer la littératie relative aux traumatismes et favoriser des attitudes positives envers les élèves touchés par des traumatismes. Bien que le bien-être du personnel n'ait pas changé après la formation, le bien-être initial était déjà élevé. Le personnel scolaire a jugé la formation utile, la plupart signalant des bénéfices pour leur pratique ou leurs élèves, bien que des contraintes de ressources aient été relevées, ainsi que certaines difficultés à mettre en œuvre les pratiques auprès d'élèves présentant une déficience intellectuelle. Ces résultats suggèrent que le perfectionnement professionnel en éducation tenant compte des traumatismes est bénéfique et soulignent l'importance d'intégrer l'éducation tenant compte des traumatismes dans les programmes de perfectionnement professionnel destinés à la fois aux éducateurs de l'enseignement ordinaire et à ceux travaillant avec des enfants ayant des besoins éducatifs particuliers.

Abstract This research explored ways in which educators within an autism-specific multi-school education provider in Australia first learned about, and then reflected upon, the relevance of trauma-informed education to proactively support learning for cohorts of autistic students, many of whom were described as having complex unmet needs resulting from childhood trauma. The primary aims of the current study were to determine whether trauma-informed education training for professional staff in an autism-specific educational environment would lead to changes in trauma literacy and school personnel attitudes toward trauma-informed care and whether these changes would be maintained at 9-month follow-up. Additionally, the study set out to determine whether the training would improve teacher well-being. Finally, we sought to gather teacher perspectives on the impact of the training and any barriers to implementing trauma-informed practice within an autism-specific setting. Our findings indicate that a brief trauma-informed training can enhance trauma literacy and foster positive attitudes toward trauma-impacted students. While staff well-being did not change post-training, baseline well-being was already high. School personnel found the training valuable, with most reporting benefits for their practice or students, though resource constraints were noted along with some challenges implementing practices with students with intellectual disabilities. These results suggest that professional development in trauma-informed education is beneficial and underscore the importance of integrating trauma-informed education into professional development programs for both mainstream educators and those working with children with special education needs.

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Références citées
75
Nombre total de références citées intégrées pour cette publication.
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0 / 75 (0,0 %)
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Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 0 / 7 (0,0 %). Auteurices cité·es distinct·es identifié·es comme autistes : 0 / 207 (0,0 %).
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7 / 222 (3,2 %)
Auteurices cité·es distinct·es rattaché·es : 5 / 207 (2,4 %)
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7 / 7 (100,0 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 7 / 222 (3,2 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 5 / 5 (100,0 %).
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