On the public citation graph

A Randomized Trial of Trauma-Informed Training Content: Effects on Preschool Teachers’ Trauma-Informed Attitudes, Stress, and Coping

https://doi.org/10.2139/ssrn.4791554
0 signed · 45 inferred · view as graph

Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.

Is this your work? Sign in with ORCID and put your name on the claims that are yours.
Claim with ORCID
Reference health. See whether every reference in this work resolves to a known work and none has been retracted — and get a dated CiteStamped badge you can embed.
See reference health

What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1001/jamanetworkopen.2019.3193openalex-extracted
Effect of a Trauma-Awareness Course on Teachers’ Perceptions of Conflict With Preschool-Aged Children From Low-Income Urban Households
inferredcites →https://doi.org/10.1002/ajcp.12380openalex-extracted
The role of early care and education in addressing early childhood trauma
inferredcites →https://doi.org/10.1002/cl2.1018openalex-extracted
Effects of trauma-informed approaches in schools: A systematic review
inferredcites →https://doi.org/10.1002/jts.20709openalex-extracted
Teachers' experiences supporting children after traumatic exposure
inferredcites →https://doi.org/10.1007/s10643-014-0675-0openalex-extracted
Preschool Teachers’ Perceptions About and Experience with Child Abuse and Neglect
inferredcites →https://doi.org/10.1007/s10643-019-01015-6openalex-extracted
Exploring Mindfulness for Perceived Teacher Stress and Classroom Climate
inferredcites →https://doi.org/10.1007/s10995-022-03473-8openalex-extracted
Improving Knowledge and Attitudes About Child Trauma Among Parents and Staff in Head Start Programs
inferredcites →https://doi.org/10.1007/s12310-013-9117-1openalex-extracted
Methodology Considerations in School Mental Health Research
inferredcites →https://doi.org/10.1007/s12310-015-9161-0openalex-extracted
Development and Psychometric Evaluation of the Attitudes Related to Trauma-Informed Care (ARTIC) Scale
inferredcites →https://doi.org/10.1007/s12310-015-9166-8openalex-extracted
Toward a Blueprint for Trauma-Informed Service Delivery in Schools
inferredcites →https://doi.org/10.1007/s12310-020-09394-7openalex-extracted
Knowledge, Skills, and Self-reflection: Linking Trauma Training Content to Trauma-Informed Attitudes and Stress in Preschool Teachers and Staff
inferredcites →https://doi.org/10.1007/s12310-020-09406-6openalex-extracted
Impact of Trauma-Informed Training and Mindfulness-Based Social–Emotional Learning Program on Teacher Attitudes and Burnout: A Mixed-Methods Study
inferredcites →https://doi.org/10.1007/s12310-022-09513-6openalex-extracted
Trauma-Informed Attitudes, Teacher Stress, and Expulsion Decision Risk in Preschool Classrooms
inferredcites →https://doi.org/10.1007/s40653-021-00340-6openalex-extracted
The Role of Trauma-Informed Training in Helping Los Angeles Teachers Manage the Effects of Student Exposure to Violence and Trauma
inferredcites →https://doi.org/10.1016/j.appdev.2017.11.006openalex-extracted
Utilizing social-emotional learning supports to address teacher stress and preschool expulsion
inferredcites →https://doi.org/10.1016/j.appdev.2020.101218openalex-extracted
Adverse childhood experiences and children's development in early care and education programs
inferredcites →https://doi.org/10.1016/j.chiabu.2019.104149openalex-extracted
Adverse childhood experiences and preschool suspension expulsion: A population study
inferredcites →https://doi.org/10.1016/j.chiabu.2019.104349openalex-extracted
Reconciling mixed messages from mixed methods: A randomized trial of a professional development course to increase trauma-informed care
inferredcites →https://doi.org/10.1016/j.chiabu.2023.106176openalex-extracted
A framework for promoting learning and development in the context of adversity: An introduction to the special issue
inferredcites →https://doi.org/10.1016/j.childyouth.2014.01.013openalex-extracted
Student perspectives on how trauma experiences manifest in the classroom: Engaging court-involved youth in the development of a trauma-informed teaching curriculum
inferredcites →https://doi.org/10.1016/j.childyouth.2019.104510openalex-extracted
Strengthening children’s roots of resilience: Trauma-responsive early learning
inferredcites →https://doi.org/10.1016/j.childyouth.2020.104877openalex-extracted
Adverse childhood experiences among early care and education teachers: Prevalence and associations with observed quality of classroom social and emotional climate
inferredcites →https://doi.org/10.1016/j.ecresq.2014.08.008openalex-extracted
Workplace stress and the quality of teacher–children relationships in Head Start
inferredcites →https://doi.org/10.1016/j.ejphar.2007.11.071openalex-extracted
Central effects of stress hormones in health and disease: Understanding the protective and damaging effects of stress and stress mediators
inferredcites →https://doi.org/10.1016/j.jpeds.2020.11.023openalex-extracted
Adverse Childhood Experiences and School Readiness Among Preschool-Aged Children
inferredcites →https://doi.org/10.1016/j.jsp.2019.07.009openalex-extracted
Long-term impacts of the CARE program on teachers' self-reported social and emotional competence and well-being
inferredcites →https://doi.org/10.1016/j.pedn.2021.04.029openalex-extracted
Educational Practices for Providers of Trauma-Informed Care: A Scoping Review
inferredcites →https://doi.org/10.1016/j.socscimed.2016.04.031openalex-extracted
Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students
inferredcites →https://doi.org/10.1016/j.ypmed.2014.07.029openalex-extracted
Adverse childhood experiences, dispositional mindfulness, and adult health
inferredcites →https://doi.org/10.1016/s0885-2006(01)00118-1openalex-extracted
Predictors of developmentally appropriate classroom practices in kindergarten through third grade
inferredcites →https://doi.org/10.1037/0022-3514.85.2.348openalex-extracted
Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being.
inferredcites →https://doi.org/10.1037/ser0000312openalex-extracted
Evaluating foundational professional development training for trauma-informed approaches in schools.
inferredcites →https://doi.org/10.1037/t81595-000openalex-extracted
Perceived Stress Scale-12
inferredcites →https://doi.org/10.1037/tra0001075openalex-extracted
Examining the effectiveness of Trauma Smart® training: Staff satisfaction, knowledge, and attitudes.
inferredcites →https://doi.org/10.1080/03623319.2021.1979825openalex-extracted
Emotional labour, emotional regulation strategies, and secondary traumatic stress: a cross-sectional study of allied mental health professionals in the UK
inferredcites →https://doi.org/10.1080/22040552.2015.1113847openalex-extracted
Emotional facet of language teaching: emotion regulation and emotional labor strategies as predictors of teacher burnout
inferredcites →https://doi.org/10.1093/clipsy.bph077openalex-extracted
Mindfulness: A Proposed Operational Definition
inferredcites →https://doi.org/10.1093/cs/cdx018openalex-extracted
Trauma and Triggers: Students’ Perspectives on Enhancing the Classroom Experiences at an Alternative Residential Treatment-Based School
inferredcites →https://doi.org/10.1097/iyc.0000000000000113openalex-extracted
Teacher Decision Factors That Lead to Preschool Expulsion
inferredcites →https://doi.org/10.1111/josh.12261openalex-extracted
School Staff Perspectives on the Challenges and Solutions to Working With Court‐Involved Students
inferredcites →https://doi.org/10.1177/0271121418789254openalex-extracted
The Role of Preschool as a Point of Intervention and Prevention for Trauma-Exposed Children: Recommendations for Practice, Policy, and Research
inferredcites →https://doi.org/10.1177/1524838018791304openalex-extracted
Systematic Review of Evaluations of Trauma-Informed Organizational Interventions That Include Staff Trainings
inferredcites →https://doi.org/10.3102/0091732x18821123openalex-extracted
Trauma-Informed Practices in Schools Across Two Decades: An Interdisciplinary Review of Research
inferredcites →https://doi.org/10.3389/feduc.2022.1005887openalex-extracted
Developing empathy and support for students with the “most challenging behaviors:” Mixed-methods outcomes of professional development in trauma-informed teaching practices
inferredcites →https://doi.org/10.3389/fpsyg.2023.1108322openalex-extracted
The dynamics of burnout among Slovenian primary school teachers over the school year in relation to their perceptions of various predictors of burnout in the school context
Editorial review for independent work. ICSAC — the Institute for Complexity Science and Advanced Computing — runs a structured editorial panel for researchers publishing outside journals, and publishes on CiteStamp rails. Submission is free and goes through ORCID: icsacinstitute.org/submit.