Exploring how professional development can advance trauma- and violence-informed child care in Canada: A jurisdictional scan
| dc.contributor.author | Macasaquit, Mariel | |
| dc.contributor.supervisor | Gerlach, Alison | |
| dc.date.accessioned | 2026-06-29T17:52:05Z | |
| dc.date.available | 2026-06-29T17:52:05Z | |
| dc.date.issued | 2026 | |
| dc.degree.department | School of Child and Youth Care | |
| dc.degree.level | Master of Arts MA | |
| dc.description.abstract | To address young children’s experiences of trauma and adversity, there is increasing interest in integrating trauma-informed care (TIC) approaches in early learning and child care (ELCC) settings in Canada. However, evidence suggests that early childhood educators (ECEs) are unprepared to provide TIC due to considerable gaps in trauma-related knowledge and how to implement TIC in routine practice. Building on previous research that calls for a shift towards trauma- and violence-informed care (TVIC) in ELCC in Canada, this text-based research was guided by two research questions: how are ELCC professional development (PD) programs in Canada currently conceptualizing TIC, and how can the findings of this research inform PD programs in advancing the implementation of TVIC in ELCC settings in Canada? This research involved a jurisdictional scan of public facing information on 35 ELCC PD programs in 12 provincial jurisdictions across Canada. Data was analyzed using a decolonial lens, a scoping review method, and reflexive thematic analysis. Analysis identified two main themes: 1) reproducing biomedical discourses of trauma, with subthemes (a) reinforcing neurodevelopmental perspectives of trauma and (b) sustaining a decontextualized understanding of trauma, and theme (2) maintaining limited understandings of trauma in TIC, with subthemes (a) privileging individualistic approaches to care and (b) employing self-care as a panacea to secondary trauma. Given the pervasiveness of interpersonal and structural forms of violence in Canada, particularly for structurally marginalized communities, these findings can inform PD programs with ECEs that promote a broader framing of trauma- and violence-informed child care. This research has relevance for ECEs, ECE associations, and postsecondary institutions seeking to foster a workforce that can respond to families’ and young children’s experiences of trauma and violence in their routine practice. | |
| dc.description.embargo | 2027-06-10 | |
| dc.description.scholarlevel | Graduate | |
| dc.identifier.uri | https://hdl.handle.net/1828/24035 | |
| dc.language | English | eng |
| dc.language.iso | en | |
| dc.rights | Available to the World Wide Web | |
| dc.subject | trauma- and violence-informed child care | |
| dc.subject | trauma- and violence-informed care | |
| dc.subject | trauma-informed care | |
| dc.subject | early learning and child care | |
| dc.subject | early childhood educators | |
| dc.subject | professional development | |
| dc.title | Exploring how professional development can advance trauma- and violence-informed child care in Canada: A jurisdictional scan | |
| dc.type | Thesis |