This study examined teachers’ current knowledge on trauma and trauma-informed practices. More specifically, the purpose of this study was to identify whether teachers and staff within the school setting feel confident in being able to work with immigrant and refugee children and whether teachers would benefit from having training on trauma and traumainformed practices. In this study, a needs assessment and pre-training survey was administered to teachers. The following research questions were addressed: (a) Do teachers have the knowledge, experience, and resources to support students with trauma? (b) Are educators aware of the impact trauma can have on a child’s development? (c) Can teachers and staff recognize the symptoms and classroom behaviors of students with trauma? (d) Would a training on trauma and trauma-informed practices increase teacher’s knowledge and confidence in working with refugee and immigrant students with trauma?
The management of volunteers – What can human resources do? A review and research agenda
There is an increasing interest from scholars and practitioners in understanding how non-profit organizations can design and implement human resources (HR) practices to enhance desirable volunteer attitudes and behaviors. This paper presents a comprehensive overview of existing studies on the relationship between HR practices and volunteering outcomes. We use the ability-motivation-opportunity model as a guiding…