Abstract

This non-experimental phenomenological study aimed to delve into school counselors’ perspectives on what motivates them to participate in trauma-informed professional development, the necessary supports for implementing trauma-informed practices in schools (TIPS), and the barriers that impede implementation. Drawing on situated learning theory and adult learning theory, this study sought to enhance the understanding of school counselors’ views on trauma-informed professional development and implementation. These frameworks offered valuable insights into how to support counselors and shed light on existing barriers. The study involved 10 traditional public high school counselors from non-charter schools in Los Angeles County, selected through snowball and purposive sampling, with data gathered via semi-structured interviews. The research findings highlighted the importance of school counselors having access to trauma-informed professional development and support for TIPS implementation. Significant barriers to implementation included the effects of secondary trauma, insufficient support for implementation post-training, and the critical need for ongoing training and support to keep counselors abreast of the latest research and best practices in TIPS. The study identified five thematic findings highlighting counselors’ desired support and obstacles hindering TIPS implementation: (a) pre-service education, (b) time for counseling-aligned duties, (c) professional development for student support, (d) ongoing coaching and support post-training, and (e) secondary trauma and self-care. These thematic findings, rooted in the study’s literature review, shed light on how school counselors’ perceptions regarding motivation, support, and barriers to trauma-informed professional development and implementation are shaped by their personal experiences within the school’s organizational structure and prior trauma-informed knowledge and experience. Five key conclusions have been derived from the thematic findings of this research. They are based on the literature and findings, showcasing how school counselors’ views on motivations, supports, and barriers to trauma-informed professional development and TIPS implementation revolve around their educational background in school counseling, practical experiences, and the beliefs of school leadership responsible for supporting counselors. The study provides insights for policy and practice drawn from the collected data and its alignment with existing literature. Moreover, it presents suggestions for further research to enhance and contribute to the existing body of knowledge on this subject.

Library of Congress Subject Headings

High school counselors—Los Angeles (Calif.); High school counselors; Career development; High school counselors—Training of; High school counselors—In-service training

Date of Award

2025

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Faculty Advisor

Molly McCabe

Download

Share

COinS