Document Type (Journals)
Original Research
Abstract
Trauma impacts learning at all stages of education and can be particularly problematic at post-secondary levels and for people from equity-deserving groups. Understanding trauma can support effective teaching and learning. Research suggests that students who have experienced trauma may be more likely to enter healthcare professional programs. Research specific to occupational therapy (OT) students who have experienced trauma is limited. The purpose of this study was to explore the prevalence of trauma among Master of Science (MSc) OT students at a Canadian university. The Childhood Trauma Questionnaire (CTQ) was selected for data collection. CTQ is a validated retrospective, self-report tool evaluating five sub-scales of trauma. Respondents (N = 85) were year #1 or year #2 students in an MSc OT program. Descriptive statistics were used to analyze data. CTQ assigns minimization/denial scores which identify possible under-reporting of trauma. Varying severity of trauma was identified, with the highest level of trauma reported on the emotional abuse sub-scale (low to moderate classification). Mean trauma score for the remaining four sub-scales fell within the none to minimal trauma classification. Results suggest a low level of trauma among MSc OT students. However, minimization/denial scores suggest possible under-reporting for 28% of respondents. Trauma can interfere with learning and can manifest in a variety of ways. Considering the potential under-reporting of childhood trauma experiences in retrospective measures, implementing trauma-informed pedagogical practices universally could address the needs of identified trauma survivors while supporting all students including those who do not disclose or underreport.
Biography
Amelia Wilson (first author) is a thesis student working under the supervision of Dr. Sandra VanderKaay (senior author) on a program of research related to trauma-informed pedagogy.
Ruth Chen, PhD, RN is the Associate Dean for Continuing Professional Development and Associate Professor for the School of Nursing (SON) at McMaster University. Dr. Chen completed her Bachelor’s degree in Molecular and Cell Biology at the University of California at Berkeley, her Master of Science in Nursing from Yale University, and her PhD in the Department of Clinical Epidemiology and Biostatistics, Health Research Methodology Program, at McMaster University.
Michelle Phoenix, SLP, Reg. CASLPO, PhD is an Assistant Professor in the Speech-Language Pathology Program in theSchool of Rehabilitation Science at McMaster University. She has ten years of clinical experience working as a speech-language pathologist with young children and families at KidsAbility. She is an adjunct scientist at Bloorview Research Institute.
Sarah Wojkowski, PT, PhD holds the positions of Vice Dean, Faculty of Health Sciences; Executive Director, School of Rehabilitation Sciences; and Director, Program for Interprofessional Practice Education and Research (PIPER) at McMaster University. Sarah has also held the position of Assistant Dean (Physiotherapy) for five years (2019-2024), and completed a Leadership in Teaching and Learning Fellowship with MacPherson Institute at McMaster University.
Sandra VanderKaay, PhD, OT Reg. (Ont.) is an assistant professor in the School of Rehabilitation Science and a CanChild Scientist at McMaster University. Sandra’s post-doctoral fellowship at CanChild, under the supervision of Dr. Wenonah Campbell, focused on conducting realist research aimed at developing a middle-range theory of tiered rehabilitation services in education settings. Sandra completed her Ph.D. (2018) in the School of Rehabilitation Science at McMaster University under the supervision of Dr. Sandra Moll.
Declaration of Interest
All authors report no declarations of interest.
Recommended Citation
Wilson, A., Chen, R., Phoenix, M. P., Wojkowski, S., & VanderKaay, S. (2024). Trauma-Informed Pedagogy: The Prevalence of Trauma Among Students in a Master of Science Program in Occupational Therapy. Journal of Occupational Therapy Education, 8 (4). https://doi.org/10.26681/jote.2024.080404
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.