Trauma is pervasive, pernicious, and ubiquitous. Realizing and addressing the impact of trauma on higher education learning is vital for student success. One method to diminish the effects of trauma and avoid retraumatization while also incorporating a paradigm shift in attitudes and beliefs towards resilience is to build a trauma-informed system. This study measured the overall trauma-informed attitudes, beliefs of self-efficacy, and mindsets towards self-care of adjunct faculty at a mid-Atlantic community college. Although most respondents had not completed professional training for trauma-informed care, the results indicated that the sample pool had trauma-informed favorable attitudes. Populations with trauma-informed favorable attitudes indicate readiness for further individual development in trauma-informed care and can be proponents for trauma- informed changes in practice and policy, thus creating a trauma-informed institution.
Killian, N. (2022). Trauma-Informed Care in Higher Education: Perspectives of Adjunct Community College Faculty. Wilmington University (Delaware), ProQuest Dissertations Publishing, 2022. 28864766.