In the trauma-informed care trenches: Teacher compassion satisfaction, secondary traumatic stress, burnout, and intent to leave education within underserved elementary schools

Allison S. Christian-Brandt; Diana E. Santacrose; Miya L. Barnett

doi:10.1016/j.chiabu.2020.104437

In the trauma-informed care trenches: Teacher compassion satisfaction, secondary traumatic stress, burnout, and intent to leave education within underserved elementary schools

Allison S. Christian-Brandt
, Diana E. Santacrose
, Miya L. Barnett

Psychological Science

Research output: Contribution to journal › Article › peer-review

Original language	English
Article number	104437
Journal	Child Abuse and Neglect
Volume	110
DOIs	https://doi.org/10.1016/j.chiabu.2020.104437
State	Published - Dec 15 2020

ASJC Scopus Subject Areas

Pediatrics, Perinatology, and Child Health
Developmental and Educational Psychology
Psychiatry and Mental health

Keywords

Child trauma
Teacher burnout
Teacher compassion satisfaction
Teacher secondary traumatic stress
Trauma-informed care

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10.1016/j.chiabu.2020.104437

Cite this

In the trauma-informed care trenches: Teacher compassion satisfaction, secondary traumatic stress, burnout, and intent to leave education within underserved elementary schools. / Christian-Brandt, Allison S.; Santacrose, Diana E.; Barnett, Miya L.
In: Child Abuse and Neglect, Vol. 110, 104437, 15.12.2020.

Research output: Contribution to journal › Article › peer-review

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In the trauma-informed care trenches: Teacher compassion satisfaction, secondary traumatic stress, burnout, and intent to leave education within underserved elementary schools

ASJC Scopus Subject Areas

Keywords

Access to Document

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