Document Type (Journals)
An educational and simulation-based training model, the Professional ACEs-Informed Training for Health Professionals designed for allied health students was evaluated using a pre-and-post design. The training model emphasizes trauma-informed care and uses social simulation to educate and train students with skills to address adverse childhood experiences. This study evaluated occupational therapy students’ (N=70) levels of self-efficacy and knowledge of trauma-informed care at both pre- and post-training. Analysis of variance results indicated a statistically significant improvement in students’ levels of general self-efficacy and knowledge from pre- to post-assessment (p < .01). These results are suggestive of the usefulness of brief didactics combined with simulation to educate occupational therapy students on adverse childhood experiences and trauma-informed care.
Julie Miller-Cribbs, PhD
Julie's current research amplifies factors pertaining to vulnerability, strengths, and functioning in the arenas of diversity, health, and community life. Interests include health disparities and access to health care and improving social work education in the state of Oklahoma.
Jedediah E. Bragg, PhD, LMSW, ACSW
Jedediah is an instructor at the Anne and Henry Zarrow School of Social Work. His work explores the use of social simulation among undergraduate and graduate students. Additionally, for the Hope Research Center he focuses on assessment of hard to identify populations, in particular the sexual and gender minority population.
Mary Isaacson, EdD, OTR/L, FAOTA, ATP
Mary Isaacson, Ed.D., O.T.R./L., FAOTA, A.T.P. is an occupational therapist with over 30 years of experience. She is an associate professor in the Department of Rehabilitation Sciences at the University of Oklahoma Schusterman Center in Tulsa, Oklahoma.
Eden, D.E. Nay, MSW
Eden is a doctoral student at Oklahoma State University and is a recipient of the OSU Fellowship in Educational Psychology. Their primary research interest resides in how educational environments may be structured and facilitated to build upon the strengths of sexual and gender minority students.
Daniel Howell, MSW
Daniel Howell is a recent MSW graduate and will be starting his doctoral studies at Portland State University in social work. His research focus is among sexual and gender minority populations and intersectionality with religion.
Kristin Rodriguez, MPH
As Director of the Simulation Center, Kristin is responsible for strategic planning, program development, and Center growth. She chairs the Simulation Center User Advisory Committee as well as the Simulation Center Research Committee. Additionally, she assists with the development of assessment tools for formative or summative evaluation of simulated encounters.
Frances Wen, PhD
Frances Wen has worked as a clinical psychologist, primary researcher, and now serves as Associate professor and Director of Research and Behavioral Health for the Department of Family Medicine at the OU School of Community Medicine.
Martina Jelley, MD, MSPH
Martina Jelley, M.D., MSPH, FACP, is Professor and Vice Chair for Research for the Department of Internal Medicine and holds the Julian Rothbaum Chair for Community Health Research. Dr. Jelley has research interests in adult health effects of violence and abuse, smoking cessation, women’s' health and preventive medicine.
Kim Coon, EdD
Dr. Coon is a Professor and the Director of Psychotherapy Education in the Department of Psychiatry at the OU School of Community Medicine. Her research interests include trauma-informed education for providers. Dr. Coon also serves as the Director of Faculty Development for the OU-TU School of Community Medicine.
Declaration of Interest
The authors report no declarations of interest.
Miller-Cribbs, J., Bragg, J. E., Isaacson, M., Nay, E. D., Howell, D., Rodriguez, K., Wen, F., Jelley, M., & Coon, K. (2021). Evaluation of a Simulation-Based Training Program on Childhood Trauma with Occupational Therapy Students. Journal of Occupational Therapy Education, 5 (2). Retrieved from https://encompass.eku.edu/jote/vol5/iss2/9
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