Many professional counselors and counselors in training (CITs) lack the foundational knowledge and training needed to adequately employ trauma-informed attitudes and skills when working with individuals who have experienced trauma. Therefore, more research is needed to answer questions such as what are the most applicable teaching methods for counselors seeking to gain a comprehensive knowledge base in traumatology. The present study was a review of the literature leading to an original contribution––The Foundational Cross-Cutting New Haven Trauma Competencies Workbook––and an interpretative qualitative inquiry into the lived experiences and reflections of CITs at a Council for Accreditation of Counseling and Related Educational Programs-accredited university who received trauma-informed pedagogy using this workbook as a supplement. The study’s overarching research question was, What are the lived experiences, reflections, and attitudes from a phenomenological perspective for CITs who have received specific trauma-informed pedagogy derived from the New Haven Competencies’ cross-cutting competencies? Study methodology included individual interviews, theme review via a focus group, and member checking. Analysis of results identified 5 pedagogical themes: how materials are presented can impact student experiences, the importance of using real-life experiences for understanding trauma’s complexity and depth, the importance of self-care in trauma training, enriching student trauma ideology by presenting assessment tools in training, and including opportunities for reflection to enrich the learning process. Study findings offer insights into the structuring and teaching of trauma-informed curriculum and recommendations for counselors and supervisors. Future research directions are also discussed.
","abstract_html":"<p>Many professional counselors and counselors in training (CITs) lack the foundational knowledge and training needed to adequately employ trauma-informed attitudes and skills when working with individuals who have experienced trauma. Therefore, more research is needed to answer questions such as what are the most applicable teaching methods for counselors seeking to gain a comprehensive knowledge base in traumatology. The present study was a review of the literature leading to an original contribution––The Foundational Cross-Cutting New Haven Trauma Competencies Workbook––and an interpretative qualitative inquiry into the lived experiences and reflections of CITs at a Council for Accreditation of Counseling and Related Educational Programs-accredited university who received trauma-informed pedagogy using this workbook as a supplement. The study’s overarching research question was, What are the lived experiences, reflections, and attitudes from a phenomenological perspective for CITs who have received specific trauma-informed pedagogy derived from the New Haven Competencies’ cross-cutting competencies? Study methodology included individual interviews, theme review via a focus group, and member checking. Analysis of results identified 5 pedagogical themes: how materials are presented can impact student experiences, the importance of using real-life experiences for understanding trauma’s complexity and depth, the importance of self-care in trauma training, enriching student trauma ideology by presenting assessment tools in training, and including opportunities for reflection to enrich the learning process. Study findings offer insights into the structuring and teaching of trauma-informed curriculum and recommendations for counselors and supervisors. Future research directions are also discussed. </p>","abstract_has_math":false,"creators":["Downey, Lauren Elizabeth"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-01-01T08:00:00Z","date_published":"2019-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:53Z","subjects":["posttraumatic stress disorder","PTSD","trauma","trauma-informed pedagogy","Educational Administration and Supervision"],"languages":[],"rights":["Copyright 2019 Lauren Elizabeth Downey"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/621","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Downey, Lauren Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["posttraumatic stress disorder","PTSD","trauma","trauma-informed pedagogy","Educational Administration and Supervision"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2019 Lauren Elizabeth Downey"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/621"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Many professional counselors and counselors in training (CITs) lack the foundational knowledge and training needed to adequately employ trauma-informed attitudes and skills when working with individuals who have experienced trauma. Therefore, more research is needed to answer questions such as what are the most applicable teaching methods for counselors seeking to gain a comprehensive knowledge base in traumatology. The present study was a review of the literature leading to an original contribution––The Foundational Cross-Cutting New Haven Trauma Competencies Workbook––and an interpretative qualitative inquiry into the lived experiences and reflections of CITs at a Council for Accreditation of Counseling and Related Educational Programs-accredited university who received trauma-informed pedagogy using this workbook as a supplement. The study’s overarching research question was, What are the lived experiences, reflections, and attitudes from a phenomenological perspective for CITs who have received specific trauma-informed pedagogy derived from the New Haven Competencies’ cross-cutting competencies? Study methodology included individual interviews, theme review via a focus group, and member checking. Analysis of results identified 5 pedagogical themes: how materials are presented can impact student experiences, the importance of using real-life experiences for understanding trauma’s complexity and depth, the importance of self-care in trauma training, enriching student trauma ideology by presenting assessment tools in training, and including opportunities for reflection to enrich the learning process. Study findings offer insights into the structuring and teaching of trauma-informed curriculum and recommendations for counselors and supervisors. Future research directions are also discussed.
"]},{"key":"dc:format","label":"Dc Format","values":["application/PDF"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["Employing Trauma-Informed Andragogy: A Phenomenological Study Of Graduate Student Lived Experiences After Taking A New Haven’s Cross-Cutting Trauma Course"]}]}],"canonical_facts":{"dc:creator":["Downey, Lauren Elizabeth"],"dc:description.abstract":["Many professional counselors and counselors in training (CITs) lack the foundational knowledge and training needed to adequately employ trauma-informed attitudes and skills when working with individuals who have experienced trauma. Therefore, more research is needed to answer questions such as what are the most applicable teaching methods for counselors seeking to gain a comprehensive knowledge base in traumatology. The present study was a review of the literature leading to an original contribution––The Foundational Cross-Cutting New Haven Trauma Competencies Workbook––and an interpretative qualitative inquiry into the lived experiences and reflections of CITs at a Council for Accreditation of Counseling and Related Educational Programs-accredited university who received trauma-informed pedagogy using this workbook as a supplement. The study’s overarching research question was, What are the lived experiences, reflections, and attitudes from a phenomenological perspective for CITs who have received specific trauma-informed pedagogy derived from the New Haven Competencies’ cross-cutting competencies? Study methodology included individual interviews, theme review via a focus group, and member checking. Analysis of results identified 5 pedagogical themes: how materials are presented can impact student experiences, the importance of using real-life experiences for understanding trauma’s complexity and depth, the importance of self-care in trauma training, enriching student trauma ideology by presenting assessment tools in training, and including opportunities for reflection to enrich the learning process. Study findings offer insights into the structuring and teaching of trauma-informed curriculum and recommendations for counselors and supervisors. Future research directions are also discussed.
"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/621"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2019 Lauren Elizabeth Downey"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["posttraumatic stress disorder","PTSD","trauma","trauma-informed pedagogy","Educational Administration and Supervision"],"dc:title":["Employing Trauma-Informed Andragogy: A Phenomenological Study Of Graduate Student Lived Experiences After Taking A New Haven’s Cross-Cutting Trauma Course"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:53Z"}