acase@tulane.edu / Although the theoretical basis supporting the use of trauma-informed approaches in schools is promising, evidence for mechanisms of facilitating their acceptability among teachers is limited. Findings from implementation science indicate that foundational professional development training during pre-implementation activities can generate teacher support for a new approach, which is essential to successful formal implementation. Theoretical models point toward enhanced teacher knowledge of the approach as a predictor of such support. The current study examined whether foundational professional development training increased teacher knowledge of a new school-wide initiative, trauma-informed approaches, and evaluated that knowledge growth as a predictor of teacher perceptions of acceptability for trauma-informed approaches. Feasibility and system fit, two domains of perceived social validity of trauma-informed approaches, were assessed as potential moderators of the association between knowledge growth and acceptability. Although the training significantly increased teachers’ knowledge of trauma-informed approaches, knowledge growth did not predict acceptability ratings. Feasibility and knowledge growth did not interact to predict acceptability ratings. However, individuals providing higher ratings of system fit demonstrated a positive relationship between knowledge growth and acceptability. When system fit ratings were lower, knowledge growth predicted lower acceptability ratings. Findings provide partial support for foundational professional development training as a pre-implementation tool and identify factors that influence pre-implementation acceptability of trauma-informed approaches among teachers. / 1 / Elizabeth McIntyre

Teacher knowledge enhances instruction. Of particular importance for spelling instruction is literacy-related content teacher knowledge. This knowledge includes awareness of individual speech sounds, syllables, and morphemes in the English language. Teachers who possess this knowledge are better able to assess student needs and design instruction that meets those needs so that students learn to spell well. In this study, 36 preservice teachers and 38 inservice teachers completed a survey and three measures. The survey asked teachers to calibrate their knowledge of phonemic awareness, phonics, and spelling. The measures assessed the teachers’ literacy-related content knowledge and their ability to use this knowledge to analyze student spelling errors and choose appropriate instructional activities to meet student needs. Overall, the preservice teachers were more positive in their assessments of their literacy-related content knowledge while the inservice teachers demonstrated greater literacy-related content knowledge. Neither group was adept in analyzing students’ spelling errors although the inservice teachers were better able to choose appropriate instructional activities.

The notion of informed consent to medical treatment is a fundamental precept in law. It recognizes autonomy and the right to personal inviolability, irrespective of nationality, socio-economic situation and ideological orientation. A full realization of autonomy in the Nigerian legal system is severely constricted by sociological and cultural factors. Of particular concern is the impact of oppression which may arise from socialization, arbitrary disclosure practice by physicians, or as a result of legislative enactment. To remedy the elemental defects in the Nigerian Code of Medical Ethics, without addressing the impediments posed by the social environment from which a patient operates, will nuance informed consent in Nigerian health care but may not fully realize patient autonomy. A serious commitment to respecting patient autonomy may be realized through a collective effort of the State, the medical profession, the community, and patients in order to remove the impediments to full exercise of autonomy. / The thesis is the first part of a two part plan for operationalizing patient right in Nigeria

Thesis (M. P. H.)--University of Hong Kong, 2007.

Thesis (M. P. H.)--University of Hong Kong, 2007. / Also available in print.

Diss. (sammanfattning) Umeå : Univ., 2004. / Härtill 5 uppsatser.

Thesis (doctoral)--Universität Erlangen, 1930. / Includes bibliographical references (p. [vii]-xiii).

Master-Arbeit Univ. St. Gallen, 2006.

Despite trauma being widespread through the U.S. population and being associated with a multitude of negative life outcomes, trauma is not systematically being detected or considered during treatment or other service administration. To minimize the risk of re-traumatization and attempt to ameliorate the effects of past trauma, trauma informed care (TIC) is being implemented. TIC is an approach that attempts to educate individuals, particularly service providers, about the impact of trauma, as well as how to most effectively provide care for an individual who has experienced trauma. When implementing TIC trainings, it is important to establish a need for the trainings by determining if service providers are already knowledgeable about TIC and do not need training, and it is important to monitor service provider’s familiarity throughout the trainings to determine if the trainings are being effective. To determine if there is a need for the trainings, an initial survey was conducted to determine how familiar service providers were with TIC. In order to assess if the TIC training is educating service providers, we assessed the familiarity of service providers with trauma informed care. In order to monitor this familiarity, a survey was e-mailed from October 2015 to October 2018 every six months to service providers who were then instructed to complete the survey and forward it to anyone they thought may be interested in completing it. In the survey, they were asked to indicate how familiar they are with TIC: not familiar, somewhat familiar, or familiar. While these surveys were being distributed, TIC trainings were being held for the organizations in which the service providers were employed. In October 2015, at the start of TIC trainings, only 44.8% of survey providers reported being familiar with TIC while 20% reported not being familiar with TIC at all (n = 105). In October 2018, after TIC training had been implemented, 93.8% of service providers reported being familiar with TIC and 0.0% reported not being familiar with TIC at all (n = 64). These results indicate that there was a need for TIC training in these organizations due to the lack of familiarity the service providers reported at the first survey, and the TIC training may be contributing to the education of service providers which may be leading to more effective care being administered.

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