2026 Content
3 CLINICAL CEUs.
Purchase access to the questionnaire on this open access journal article. You will be required to read the article and answer multiple choice questions related to the article (you must get 70% and above to qualify for the 3 CEUs).
Objectives of this course:
On completion of this CPD activity, the participant will be able to:
- Discuss the consequences and long-term challenges of adverse childhood experiences (ACEs) and trauma on children’s developmental progression and psychological health.
- Explain the role of preschool settings in mitigating the negative effects of ACEs in early childhood.
- Describe the role and scope of occupational therapy in preschool settings, particularly for children who have experienced trauma.
- Define and explain the terms “trauma-informed practice” and “sensory-based practice”.
- Identify current trauma-informed and sensory-based practices utilised in preschool settings relevant to the scope of occupational therapy, with reference to their implementation and outcome measures.
* You have until 31st December 2026 to complete this task.
Citation:
Hockey R, Philpott-Robinson K, Haracz K & Ray K. (2025). Trauma-informed or sensory-based practices in preschool settings: A scoping review.
Australian Occupational Therapy Journal. 72(3):e70027.
https://doi.org/10.1111/1440-1630.70027.
Summary of the article
Trauma can significantly impact preschool children’s development, mental health, and engagement in childhood occupations. Effective trauma-informed practices, including those provided or supported by occupational therapists, are therefore essential in preschool settings. However, research in this area remains limited, particularly regarding the use of sensory-based practices. This study provides an overview of the implementation and outcome measures of current trauma-informed and sensory-based practices relevant to the scope of occupational therapy in preschool settings. Such understanding can help occupational therapists identify gaps in service provision, guide programme development, inform intervention scope, and highlight areas for further research when addressing trauma in early childhood education.
