Methods. Pre and posttest questionnaires (consisted of about 12 knowledge-based questions and demographic information) were provided for each of the three types of trainings that assessed knowledge related to the training. Pretest questionnaires were administered online (as part of preregistration) or in person for attendees who did not receive the training. Posttest questionnaires occurred immediately after the training. For the Trauma-Informed Screening and Assessment, an additional posttest was administered about six months after the initial training. 556 individuals received Trauma-Informed 101 trainings, 103 received the Trauma-Informed Screening and Assessment and 304 completed the Trauma-Informed Agency-Wide training. We assess the change in knowledge by conducting paired t-test analysis and regression analyses.
Results. The majority of training participants were female (83.3%), white (29.7%) or Latino (27.1%), had at least a Bachelor’s degree (73.8%), and worked at their agency for less than 5 years (48.4%). Trauma-Informed 101 training increased knowledge by 19.3% (t(229) = 1532, p < .001). Participants in the Trauma-Informed Screening and Assessment increased their knowledge by 62% (t(49) = 9.26, p < .001), although this knowledge gain declined at the second posttest. Those receiving the Trauma-Informed Agency-Wide training increased their knowledge by 18.9% (t(91) = 9.68; p < .001).
Implications. Participating in trauma-informed trainings increased knowledge about how the long-term effects of trauma and trauma-informed practices. Mental health professionals experienced the most knowledge gain around how to conduct trauma-informed screenings and assessments, although these gains decreased over time. Having booster sessions or working with agencies to develop a specific plan to implement trauma-informed practices may result in longer term change that ultimately improves the well-being of children and families.