Empowering school-based professionals : knowledge and advocacy in trauma-informed child abuse prevention
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This doctoral capstone project addresses the critical need for allied school-based professionals to be equipped with the knowledge, confidence, and resources to recognize, prevent, and respond to child abuse, particularly for children with disabilities. Research highlights the increased vulnerability of children with disabilities to abuse and exploitation, yet many professionals lack adequate training and resources to address this issue effectively. Given their daily interactions with children and families, occupational therapists and other school-based professionals are uniquely positioned to contribute to child abuse prevention and trauma-informed care (TIC). This project utilized a descriptive cross-sectional survey design to explore the attitudes, beliefs, and perceived roles of allied health professionals in TIC practices and child sexual abuse (CSA) prevention within school-based settings. Key findings of the survey influenced the development of a practical, evidence-based toolkit designed to provide educational materials, advocacy strategies, and resources to support professionals in integrating CSA prevention and TIC into their practice. Additionally, the project promotes interdisciplinary collaboration and sustainable changes within school systems to create safer, more inclusive environments for children with disabilities. The findings will inform ongoing professional development efforts and reinforce the importance of equipping school-based professionals with the necessary tools to effectively support and protect their students.
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