1
|
Lembke EJ, Linderkamp F, Casale G. Trauma-sensitive school concepts for students with a refugee background: a review of international studies. Front Psychol 2024; 15:1321373. [PMID: 38756485 PMCID: PMC11098281 DOI: 10.3389/fpsyg.2024.1321373] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2023] [Accepted: 03/11/2024] [Indexed: 05/18/2024] Open
Abstract
Children and adolescents with a refugee background are at high risk for traumatization. Once they arrive in safe countries, schools are the institutions where teachers are responsible for caring for them sensitively and competently. Furthermore, schools are organized in learning groups consisting of multiple peers of the same age, which provides excellent opportunities for social learning and experiences of social support. In this respect, schools are the appropriate places where preventive concepts can be applied to students with a refugee background. This systematic review summarizes studies that examine or evaluate existing international concepts of trauma-sensitive schools for supporting traumatized students with a refugee background. Based on N = 41 selected articles, 17 relevant concepts of trauma-sensitive schools were identified. In 35.3% of the concepts, traumatized students with a refugee background are explicitly included in the target group of the concept, while 47.1% of the concepts refer to groups of students with trauma as a result of various adverse childhood experiences, which also occur more frequently within the population of refugee children and adolescents 17.6% of the concepts contain specific adaptations for pupils with a refugee background. The majority of these concepts were developed in the United States. Additional concepts can be reported for Australia, the United Kingdom, Turkey, and Cambodia. Based on available empirical data, no significant effectiveness regarding the researched concepts' effects on academic and other school-related data can be determined. Although some studies indicate positive effects concerning school-related target variables, most of the studies have only limited significance due to inadequate research designs and methodological deficiencies. Therefore, there is a great need for further development, careful implementation, and evaluation of trauma-sensitive concepts in schools, especially for the growing group of refugee students.
Collapse
Affiliation(s)
- Eva J. Lembke
- School of Education, Institute of Educational Research, University of Wuppertal, Wuppertal, Germany
| | | | | |
Collapse
|
2
|
Berring LL, Holm T, Hansen JP, Delcomyn CL, Søndergaard R, Hvidhjelm J. Implementing Trauma-Informed Care-Settings, Definitions, Interventions, Measures, and Implementation across Settings: A Scoping Review. Healthcare (Basel) 2024; 12:908. [PMID: 38727465 PMCID: PMC11083630 DOI: 10.3390/healthcare12090908] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2024] [Revised: 03/16/2024] [Accepted: 04/22/2024] [Indexed: 05/13/2024] Open
Abstract
Traumatic experiences can have long-lasting negative effects on individuals, organizations, and societies. If trauma is not addressed, it can create unsafe cultures with constant arousal, untrusting relationships, and the use of coercive measures. Trauma-informed care (TIC) can play a central role in mitigating these negative consequences, but it is unknown how and in which way(s) TIC should be implemented. Our objective was to conduct a scoping review that systematically explored and mapped research conducted in this area and to identify existing knowledge about the implementation of TIC. The search was conducted on the CINAHL, Cochrane, Embase, ERIC, Medline, PsycINFO, and Web of Science databases, and more than 3000 empirical papers, published between 2000 and 2022, were identified. Following further screening, we included 157 papers in our review, which were mainly from the USA, Australia, New Zealand, and Canada, focusing on study settings, methodologies, and definitions of TIC, as well as the types of interventions and measures used. This review shows that TIC is a complex and multifaceted framework, with no overarching structure or clear theoretical underpinnings that can guide practical implementations. TIC has been defined and adapted in varied ways across different settings and populations, making it difficult to synthesize knowledge. A higher level of agreement on how to operationalize and implement TIC in international research could be important in order to better examine its impact and broaden the approach.
Collapse
Affiliation(s)
- Lene Lauge Berring
- Psychiatric Research Unit, Region Zealand Psychiatry, Faelledvej 6, 4200 Slagelse, Denmark; (C.L.D.); (R.S.)
- Department of Regional Health Research, University of Southern Denmark, Campusvej 55, 5230 Odense, Denmark;
| | - Tine Holm
- Psychosis Research Unit, Aarhus University Hospital, Psychiatry, Palle Juul-Jensens Boulevard 175, 8200 Aarhus, Denmark;
| | - Jens Peter Hansen
- Department of Regional Health Research, University of Southern Denmark, Campusvej 55, 5230 Odense, Denmark;
- Retspsykiatrisk Forskningsenhed, Østre Hougvej 70, 5500 Middelfart, Denmark
| | - Christian Lie Delcomyn
- Psychiatric Research Unit, Region Zealand Psychiatry, Faelledvej 6, 4200 Slagelse, Denmark; (C.L.D.); (R.S.)
- Department for Forensic Psychiatry, Region Zealand Psychiatry, Faelledvej 6, 4200 Slagelse, Denmark
| | - Rikke Søndergaard
- Psychiatric Research Unit, Region Zealand Psychiatry, Faelledvej 6, 4200 Slagelse, Denmark; (C.L.D.); (R.S.)
| | - Jacob Hvidhjelm
- Clinical Mental Health and Nursing Research Unit, Mental Health Center Sct Hans, Copenhagen University Hospital—Mental Health Services CPH, 2400 Copenhagen, Denmark;
| |
Collapse
|
3
|
Muñoz-Troncoso F, Halberstadt A, Cuadrado-Gordillo I, Riquelme-Mella E, Miranda-Zapata E, Legaz-Vadímisrkaya E, Sepúlveda-Bernales V, Salamanca-Aroca C, Muñoz-Troncoso G. Validation of the questionnaire to measure Chilean teachers' perception of school violence and coexistence management (VI+GEC). Front Psychol 2024; 15:1352399. [PMID: 38737954 PMCID: PMC11085254 DOI: 10.3389/fpsyg.2024.1352399] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2023] [Accepted: 03/11/2024] [Indexed: 05/14/2024] Open
Abstract
In this article, we present the development and validation of a psychometric scale that measures the teacher's perception in the Chilean school system with respect to elements of school violence and coexistence management. The novelty lies in the incorporation of factors that address violence from teachers to students, from students to teachers and coexistence management. A total of 1072 teachers from the Northern, Central, Southern and Metropolitan macro-zones of Chile participated, with ages between 22 and 76 years (M=44.56; SD=10.52) and from 1 to 54 years of work (M=17.14; SD=10.38). 76.3% identify with the female gender and 23.7% with the male gender. Of the teachers, 78.4% worked mainly in the classroom and the rest performed managerial or administrative functions outside the classroom in the school. The school violence and coexistence management questionnaire for teachers (VI+GEC) was used. The validity of the scale was demonstrated by means of Confirmatory Factor Analysis, convergent validity analysis and discriminant validity. Reliability was demonstrated by means of McDonald's omega coefficient in all the factors of the scale. An analysis with Structural Equation Modeling (SEM) found a mean, and statistically significant influence of the perception of coexistence management on the perception of school violence. The findings are discussed in terms of previous research on school violence and coexistence management.
Collapse
Affiliation(s)
- Flavio Muñoz-Troncoso
- Faculty of Education, Universidad Católica de Temuco, Temuco, Chile
- Facultad de Ciencias Sociales y Artes, Universidad Mayor, Temuco, Chile
- Department of Psychology and Anthropology, Faculty of Education and Psychology, Universidad de Extremadura, Badajoz, Spain
| | - Amy Halberstadt
- Department of Psychology, North Carolina State University, Raleigh, NC, United States
| | - Isabel Cuadrado-Gordillo
- Department of Psychology and Anthropology, Faculty of Education and Psychology, Universidad de Extremadura, Badajoz, Spain
| | | | - Edgardo Miranda-Zapata
- Facultad de Ciencias Sociales y Humanidades, Universidad Autónoma de Chile, Temuco, Chile
| | - Ekaterina Legaz-Vadímisrkaya
- Facultad de Filosofía y Humanidades, Universidad Austral de Chile, Valdivia, Chile
- Faculty of Education, Universidad San Sebastián, Valdivia, Chile
| | | | | | | |
Collapse
|
4
|
Berger E, O'Donohue K, Jeanes R, Alfrey L. Trauma-Informed Practice in Physical Activity Programs for Young People: A Systematic Review. TRAUMA, VIOLENCE & ABUSE 2023:15248380231218293. [PMID: 38153107 DOI: 10.1177/15248380231218293] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/29/2023]
Abstract
Physical activity, sport, and physical education share many similar qualities with trauma-informed practice, including promoting relationships, inclusion, and physical and mental well-being. There is growing research and programs that incorporate trauma-informed practices into physical activity programs for young people. The aim of this systematic review was to explore current evidence-based, Trauma-Informed Physical Activity programs for young people. Four databases were searched using the Preferred Reporting Items of Systematic Review and Meta-Analyses guidelines for systematic reviews. The search identified 19 studies that highlighted most Trauma-Informed Physical Activity programs reviewed resulted in positive social, emotional, behavioral, and academic outcomes for children and adolescents. However, further research and randomized control trials are required to understand the longitudinal outcomes of Trauma-Informed Physical Activity programs for children and adolescents. Program facilitators reported on the benefits of support and professional development opportunities for trauma awareness to administer Trauma-Informed Physical Activity programs with children and young people. Implications from this study emphasize the importance of the continued design, delivery, and research of Trauma-Informed Physical Activity programs for young people exposed to trauma.
Collapse
Affiliation(s)
- Emily Berger
- Faculty of Education, School of Educational Psychology and Counselling, Monash University, Clayton, VIC, Australia
- Faculty of Medicine, Nursing and Health Sciences, School of Rural Health, Monash University, Clayton, VIC, Australia
| | - Katelyn O'Donohue
- Faculty of Education, School of Educational Psychology and Counselling, Monash University, Clayton, VIC, Australia
| | - Ruth Jeanes
- Faculty of Education, School of Curriculum, Teaching, and Inclusive Education, Monash University, Clayton, VIC, Australia
| | - Laura Alfrey
- Faculty of Education, School of Curriculum, Teaching, and Inclusive Education, Monash University, Clayton, VIC, Australia
| |
Collapse
|
5
|
Pampati S, Verlenden JV, Cree RA, Hertz M, Bitsko RH, Spencer P, Moore S, Michael SL, Dittus PJ. Children's mental health during the COVID-19 pandemic: a population-based cohort study in the United States. Ann Epidemiol 2023; 88:7-14. [PMID: 37858782 PMCID: PMC10843774 DOI: 10.1016/j.annepidem.2023.10.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2023] [Revised: 09/30/2023] [Accepted: 10/13/2023] [Indexed: 10/21/2023]
Abstract
PURPOSE Examine children's mental health symptoms, including changes during the COVID-19 pandemic. METHODS The COVID Experiences Surveys, designed to be representative of the U.S. household population, were administered online to parents of children aged 5-12 years (wave 1 (W1), October-November 2020, n = 1561; wave 2 (W2), March-May 2021, n = 1287). We modeled changes in children's symptoms of anxiety, depression, and psychological stress and examined associations between demographic characteristics, COVID-19 related experiences, and protective factors with symptoms across both waves using generalized estimating equations. RESULTS Based on parent-report, children's symptoms of anxiety and depression decreased from W1 to W2 (Δ t-score anxiety = -1.8 [95% confidence intervals (CI): -2.5, -1.0]; Δ t-score depression = -1.0 [CI: -1.7, -0.3]). Psychological stress remained consistent. Across waves, older children and children with an emotional, mental, developmental, behavioral, physical, or medical condition were more likely to have specific poor mental health symptoms. Poor mental health symptoms were more likely among children with several contextual stressors (e.g., economic stress, parental emotional strain) and less likely among children with protective factors (e.g., daily routines, neighborhood cohesion). CONCLUSIONS Establishing programs that support mental health, improving access to mental health services, and fostering collaborations to advance children's mental health is important.
Collapse
Affiliation(s)
- Sanjana Pampati
- Centers for Disease Control and Prevention, National Center for HIV, Viral Hepatitis, STD, and TB Prevention, Division of Adolescent and School Health, Atlanta, GA.
| | - Jorge V Verlenden
- Centers for Disease Control and Prevention, National Center for HIV, Viral Hepatitis, STD, and TB Prevention, Division of Adolescent and School Health, Atlanta, GA
| | - Robyn A Cree
- Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Division of Human Development and Disability, Atlanta, GA
| | - Marci Hertz
- Centers for Disease Control and Prevention, National Center for HIV, Viral Hepatitis, STD, and TB Prevention, Division of Adolescent and School Health, Atlanta, GA
| | - Rebecca H Bitsko
- Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Division of Human Development and Disability, Atlanta, GA
| | - Patricia Spencer
- Centers for Disease Control and Prevention, National Center for HIV, Viral Hepatitis, STD, and TB Prevention, Division of Adolescent and School Health, Atlanta, GA; Oak Ridge Institute for Science and Education, Oak Ridge, TN
| | - Shamia Moore
- Centers for Disease Control and Prevention, National Center for HIV, Viral Hepatitis, STD, and TB Prevention, Division of Adolescent and School Health, Atlanta, GA; Oak Ridge Institute for Science and Education, Oak Ridge, TN
| | - Shannon L Michael
- Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Division of Population Health, Atlanta, GA
| | - Patricia J Dittus
- Centers for Disease Control and Prevention, National Center for HIV, Viral Hepatitis, STD, and TB Prevention, Division of Adolescent and School Health, Atlanta, GA
| |
Collapse
|
6
|
Alkış Küçükaydın M, Ulum H, Sayıcı E. Variables affecting the attitudes of teachers and school principals in reporting child abuse: An analysis of demographic characteristics, awareness, and self-efficacy. CHILD ABUSE & NEGLECT 2023; 145:106400. [PMID: 37607453 DOI: 10.1016/j.chiabu.2023.106400] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2023] [Revised: 08/02/2023] [Accepted: 08/10/2023] [Indexed: 08/24/2023]
Abstract
BACKGROUND Teachers and school principals have an important role in the lives of children because they spend so much time with them, creating trusting relationships that make it easier to disclose abuse events. As a result, it's critical to look at the factors that influence teachers' and principals' attitudes towards reporting child abuse. OBJECTIVE The purpose of this study was to look at the factors that influence preschool teachers, primary school teachers, and school principals (N = 432) attitudes towards reporting child abuse in a Turkish sample. PARTICIPANTS AND SETTING The study comprised 432 participants, including preschool teachers, primary school teachers, and school principals. Seniority, educational levels, knowledge of abuse, awareness of abuse, and self-efficacy were among the criteria considered while analysing the participants. METHODS The study employed a survey model to assess the attitudes of the participants. Seniority, educational levels, knowledge of abuse, awareness of abuse, and self-efficacy were all considered predictors of attitudes towards reporting abuse. RESULTS The investigation found that elementary school teachers were more likely than other participants to report abuse. The branch of education, awareness of sexual abuse, and self-efficacy were found to be important predictors of attitudes towards reporting abuse in a hierarchical analysis. The complete study report will include specific effect sizes and their statistical significance. CONCLUSIONS The findings of this study contribute to a better understanding of the factors influencing teachers' and principals' attitudes towards reporting child abuse in Turkey. Primary school teachers had more favourable attitudes, with the education branch, awareness of sexual abuse, and self-efficacy emerging as important predictors.
Collapse
Affiliation(s)
| | - Hakan Ulum
- Necmettin Erbakan University Eregli Faculty of Education, Konya, Turkey.
| | - Elif Sayıcı
- Necmettin Erbakan University Eregli Faculty of Education, Konya, Turkey.
| |
Collapse
|
7
|
Bell MF, Segal L, Dennison S, Kinner SA, Dawe S, Spittal MJ, Preen DB. Numeracy and literacy attainment of children exposed to maternal incarceration and other adversities: A linked data study. J Sch Psychol 2023; 100:101241. [PMID: 37689438 DOI: 10.1016/j.jsp.2023.101241] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2021] [Revised: 02/20/2023] [Accepted: 07/27/2023] [Indexed: 09/11/2023]
Abstract
Parental incarceration has been associated with educational disadvantages for children, such as lower educational attainment, increased grade retention, and truancy and suspensions. However, children exposed to parental incarceration often experience other adversities that are also associated with educational disadvantage; the contribution of these co-occurring adversities has not been considered in previous research. This study aimed to investigate the educational outcomes of children exposed to (a) maternal incarceration alone and (b) maternal incarceration plus other adversities (i.e., maternal mental illness and/or child protective services [CPS] contact). We used linked administrative data for a sample of children whose mothers were incarcerated during the children's childhood (i.e., from the time of mother's pregnancy through the child's 18th birthday; n = 3828) and a comparison group of children whose mothers had not been incarcerated (n = 9570). Multivariate multinomial logistic regressions examined the association between exposure to the three adversities (i.e., maternal incarceration, maternal mental illness, and child CPS contact) and above or below average reading and numeracy attainment in Grades 3, 5, 7 and 9. At all grade levels, children exposed to maternal incarceration alone and those exposed to maternal incarceration plus other adversities had increased odds of below average numeracy and reading attainment and decreased odds of above average numeracy and reading attainment compared to children without any of the recorded exposures. Children exposed to maternal incarceration and CPS contact and those exposed to all three adversities had increased odds of below average reading and numeracy attainment compared to children exposed to maternal incarceration alone. The findings highlight the complex needs of children of incarcerated mothers that must be considered when designing and delivering educational support programs. These children would benefit from the implementation of multi-tiered, trauma-informed educational and clinical services.
Collapse
Affiliation(s)
- Megan F Bell
- School of Population and Global Health, University of Western Australia, Crawley, Western Australia, Australia.
| | - Leonie Segal
- Australian Centre for Precision Health, University of South Australia, Adelaide, South Australia, Australia.
| | - Susan Dennison
- School of Criminology and Criminal Justice, Griffith University, Mt Gravatt, Queensland, Australia; Griffith Criminology Institute, Griffith University, Mt Gravatt, Queensland, Australia.
| | - Stuart A Kinner
- Griffith Criminology Institute, Griffith University, Mt Gravatt, Queensland, Australia; Justice Health Unit, Melbourne School of Population and Global Health, University of Melbourne, Parkville, Victoria, Australia; Centre for Adolescent Health, Murdoch Children's Research Institute, Royal Children's Hospital, Parkville, New South Wales, Australia; Mater Research Institute-UQ, University of Queensland, South Brisbane, Queensland, Australia; School of Public Health and Preventive Medicine, Monash University, Melbourne, Victoria, Australia.
| | - Sharon Dawe
- School of Psychology, Griffith University, Mt Gravatt, Queensland, Australia.
| | - Matthew J Spittal
- Justice Health Unit, Melbourne School of Population and Global Health, University of Melbourne, Parkville, Victoria, Australia.
| | - David B Preen
- School of Population and Global Health, University of Western Australia, Crawley, Western Australia, Australia.
| |
Collapse
|
8
|
Heinrich CJ, Colomer A, Hieronimus M. Minding the gap: Evidence, implementation and funding gaps in mental health services delivery for school-aged children. CHILDREN AND YOUTH SERVICES REVIEW 2023; 150:107023. [PMID: 37261333 PMCID: PMC10202463 DOI: 10.1016/j.childyouth.2023.107023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/23/2021] [Revised: 02/28/2023] [Accepted: 05/20/2023] [Indexed: 06/02/2023]
Abstract
State and local educational agencies are grappling with growing mental health needs among school-aged children that intensified during the COVID-19 pandemic. We undertake a case study of the experiences of one state, Tennessee, to examine the landscape of mental health interventions that are being deployed and to illuminate contextual factors that can support their implementation or exacerbate state and local challenges in addressing children's fast-rising mental health needs. We begin with an examination of the knowledge base on interventions and approaches that are commonly employed in K-12 schools to address children's mental health needs, including in Tennessee, with the aim to identify notable gaps in what we understand about their implementation and impacts on student outcomes. We find a lack of rigorous research that can inform efforts to improve the implementation and effectiveness of school-based mental health interventions. We bring this insight to our case-study analysis, which shows that this lack of guidance from research is compounded by inadequate, time-limited and fluctuating public funding that hinders local efforts to establish strong, ongoing programs that provide or connect K-12 students to essential mental health services. We call for more federal funding to support state and local implementation of proven and promising interventions for addressing children's mental health needs and more rigorous evaluations to strengthen the evidence base on their implementation and impacts.
Collapse
Affiliation(s)
| | - Ann Colomer
- Vanderbilt University, Nashville, TN, United States
| | | |
Collapse
|
9
|
Berger E, O’Donohue K, La C, Quinones G, Barnes M. Early Childhood Professionals’ Perspectives on Dealing with Trauma of Children. SCHOOL MENTAL HEALTH 2023. [DOI: 10.1007/s12310-022-09551-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/16/2023]
Abstract
AbstractChildhood trauma is a significant concern in Australia and internationally. Professionals working in the early childhood education sector (i.e., providing early childhood education and care to infants, toddlers, and children from birth to age eight) are positioned to provide valuable support for children affected by trauma. However, there is less research on early childhood professionals’ perspectives and experiences of supporting trauma-exposed children compared to other education professionals (e.g., primary and secondary school teachers). This study explored early childhood professionals’ perspectives and experiences in relation to supporting children exposed to trauma. Semi-structured interviews were conducted with 14 early childhood professionals in Victoria, Australia, and data were analysed using thematic analysis. The findings illustrate that while educators develop valuable skills and experience growth from supporting trauma-exposed children and their families, they also experience emotional distress and challenges. Educators noted that there are limited professional development opportunities to learn about childhood trauma, and limited access to qualified and knowledgeable staff who can help them when supporting these learners. Implications from this study emphasise the importance of designing and delivering trauma-based professional learning opportunities and policies for early childhood educators.
Collapse
|
10
|
Compton AB, Panlilio CC, Humphreys KL. What's the matter with ACEs? Recommendations for considering early adversity in educational contexts. CHILD ABUSE & NEGLECT 2023; 142:106073. [PMID: 36774310 DOI: 10.1016/j.chiabu.2023.106073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2022] [Revised: 01/18/2023] [Accepted: 01/28/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Currently, some trauma-informed education practices use "ACE scores," a number that represents the sum of endorsed items from a survey derived from the Adverse Childhood Experiences (ACEs) study in 1998. We caution that the survey provides limited information within education, and such scores have limited utility for designing and delivering individualized intervention to support students who have experienced adversity. OBJECTIVE We sought to illustrate why ACEs are not well-suited for use in trauma-informed education, provide definitions for adversity-related terms from which a broader and common understanding of adversity can stem, and provide recommendations for integration of adversity-informed approaches to the educational context. METHODS We compiled definitions of adversity-related constructs and made recommendations based on review of relevant research from the fields of psychology and education. RESULTS Rather than tailoring educational practices to specific children based on the "traumatic" events they experience, we recommend educators focus their efforts on building supportive classrooms geared toward supporting students with best practices drawn from the Science of Learning, and with the understanding that early adversity can influence heterogeneous trajectories in student development and behavior. In addition, further research on educational practices, including the use of a shared language for describing and defining adversity-related experiences, are the concrete steps needed to better support a goal of adversity-informed education.
Collapse
|
11
|
Baffsky R, Ivers R, Cullen P, Wang J, McGillivray L, Torok M. Strategies for Enhancing the Implementation of Universal Mental Health Prevention Programs in Schools: A Systematic Review. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2023; 24:337-352. [PMID: 36098892 PMCID: PMC9938015 DOI: 10.1007/s11121-022-01434-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/01/2022] [Indexed: 11/27/2022]
Abstract
A number of school-based mental health prevention programs have been found to be effective in research trials, but little is known about how to support implementation in real-life settings. To address this translational problem, this systematic review aims to identify effective strategies for enhancing the implementation of mental health prevention programs for children in schools. Four electronic databases were searched for empirical, peer-reviewed articles in English from January 2000 to October 2021 reporting the effects of implementation strategies for school-based universal mental health programs. Twenty-one articles were included in the narrative synthesis and assessed for quality using the Mixed Methods Appraisal Tool. Twenty-two strategies were found to be effective at improving program fidelity or adoption. The strategies with the strongest positive evidence base were those that involved monitoring and provision of feedback, engaging principals as program leaders, improving teachers' buy-in and organising school personnel implementation meetings. We recommend school-based practitioners trial strategies with positive findings from this review as part of their continuous quality improvement. This review highlights the pressing need for large-scale, randomised controlled trials to develop and trial more robust strategies to enhance adoption, as the five implementation studies found to measure adoption used qualitative methods limited by small samples sizes and case study designs.
Collapse
Affiliation(s)
- Rachel Baffsky
- School of Population Health, UNSW Sydney, Samuels Building F25 Samuel Terry Ave, Kensington, NSW, Australia.
| | - Rebecca Ivers
- School of Population Health, UNSW Sydney, Samuels Building F25 Samuel Terry Ave, Kensington, NSW, Australia
| | - Patricia Cullen
- School of Population Health, UNSW Sydney, Samuels Building F25 Samuel Terry Ave, Kensington, NSW, Australia
| | - Jessica Wang
- Black Dog Institute, University of New South Wales, Hospital Road, Randwick, NSW, Australia
| | - Lauren McGillivray
- Black Dog Institute, University of New South Wales, Hospital Road, Randwick, NSW, Australia
| | - Michelle Torok
- Black Dog Institute, University of New South Wales, Hospital Road, Randwick, NSW, Australia
| |
Collapse
|
12
|
Curry CW, Beach LB, Wang X, Ruprecht MM, Felt D, Floresca YB, Phillips GL. At-School Victimization and Alcohol Use Among Minoritized U.S. Youth, 2009-2017. Am J Prev Med 2022; 63:772-782. [PMID: 35871118 DOI: 10.1016/j.amepre.2022.06.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/19/2022] [Revised: 06/06/2022] [Accepted: 06/08/2022] [Indexed: 01/16/2023]
Abstract
INTRODUCTION Sexual minority and/or racial/ethnic minority youth may use alcohol at school as a form of minority stress-based coping. Polyvictimization is particularly prevalent among sexual minority and/or racial/ethnic minority youth and may be a useful proxy measure for minority stressors. METHODS Data from local administrations of the Youth Risk Behavior Survey were pooled across 42 jurisdiction years (biennially, 2009-2017) and analyzed in 2022, resulting in a sample of 118,052 U.S. youth. The prevalence of alcohol use at school was examined by sexual identity, race/ethnicity, and their intersections, stratified by sex. Multivariable logistic regression models were built to examine the disparities in alcohol use at school and the impact of school-based polyvictimization. RESULTS At the intersections of race/ethnicity and sexual identity, 25 of 30 sexual minority and/or racial/ethnic minority subpopulations had greater odds of alcohol use at school than their White heterosexual same-sex peers. Hispanic/Latinx not-sure males (AOR=9.15; 95% CI=5.97, 14.03) and Hispanic/Latinx lesbian females (AOR=11.24; 95% CI=6.40, 19.77) were most likely to report alcohol use at school. After adjusting for polyvictimization, the magnitude of association was attenuated for most sexual minority and/or racial/ethnic minority subpopulations; however, all but 2 significant associations remained. CONCLUSIONS Sexual minority and/or racial/ethnic minority youth were more likely than White heterosexual peers to use alcohol at school, with the greatest odds among multiply marginalized and polyvictimized youth. Interventions should consider addressing more than school-based victimization alone because disparities persisted, although at a lower magnitude, after accounting for polyvictimization. Future longitudinal studies are warranted to further explore the associations between multiply marginalized identities, school-based polyvictimization, and alcohol use at school.
Collapse
Affiliation(s)
- Caleb W Curry
- Evaluation, Data Integration, and Technical Assistance (EDIT) Program, Institute for Sexual and Gender Minority Health and Wellbeing, Northwestern University, Chicago, Illinois; Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois; The Dartmouth Institute for Health Policy & Clinical Practice, Hanover, New Hampshire
| | - Lauren B Beach
- Evaluation, Data Integration, and Technical Assistance (EDIT) Program, Institute for Sexual and Gender Minority Health and Wellbeing, Northwestern University, Chicago, Illinois; Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois
| | - Xinzi Wang
- Evaluation, Data Integration, and Technical Assistance (EDIT) Program, Institute for Sexual and Gender Minority Health and Wellbeing, Northwestern University, Chicago, Illinois; Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois
| | - Megan M Ruprecht
- Evaluation, Data Integration, and Technical Assistance (EDIT) Program, Institute for Sexual and Gender Minority Health and Wellbeing, Northwestern University, Chicago, Illinois; Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois
| | - Dylan Felt
- Evaluation, Data Integration, and Technical Assistance (EDIT) Program, Institute for Sexual and Gender Minority Health and Wellbeing, Northwestern University, Chicago, Illinois; Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois
| | - Ysabel Beatrice Floresca
- Evaluation, Data Integration, and Technical Assistance (EDIT) Program, Institute for Sexual and Gender Minority Health and Wellbeing, Northwestern University, Chicago, Illinois; Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois
| | - Gregory L Phillips
- Evaluation, Data Integration, and Technical Assistance (EDIT) Program, Institute for Sexual and Gender Minority Health and Wellbeing, Northwestern University, Chicago, Illinois; Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois.
| |
Collapse
|
13
|
Bilbrey JB, Castanon KL, Copeland RB, Evanshen PA, Trivette CM. Primary early childhood educators' perspectives of trauma-informed knowledge, confidence, and training. AUSTRALIAN EDUCATIONAL RESEARCHER 2022:1-22. [PMID: 36338600 PMCID: PMC9628587 DOI: 10.1007/s13384-022-00582-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Accepted: 09/26/2022] [Indexed: 06/16/2023]
Abstract
There is a growing body of research documenting the impact of traumatic stress on child development, which has resulted in a call to action for trauma-informed practices as a priority, yet implementation within schools and training for educators is lacking (American Academy of Physicians, https://www.aap.org/en-us/Documents/ttb_aces_consequences.pdf, 2014). Understanding teachers' perceptions regarding current levels of knowledge, self-efficacy, and trauma-informed training can help guide future professional development experiences for both pre-service and practising teachers. This study investigated the knowledge, self-efficacy, and training of trauma-informed practices as self-reported by primary educators, serving in grades kindergarten through third-grade, within two regions of Tennessee and Virginia. The Primary Early Childhood Educators Trauma-Informed Care Survey for Knowledge, Confidence, and Relationship Building (PECE-TICKCR) scale was adapted from the TIC-DS scale (Goodwin-Glick in Impact of trauma-informed care professional development of school personnel perceptions of knowledge, disposition, and behaviours towards traumatised students, Graduate College of Bowling Green State University, 2017), validated, and created for the purpose of this study. The sample consisted of 218 primary educators who completed an online survey regarding personal knowledge, self-efficacy, and training experiences of trauma-informed practices. Correlations revealed a statistical significance between the Knowledge of Trauma factor and the Confidence in Providing Trauma-Informed Strategies factor. There was also a statistical significance between the Knowledge of Trauma factor and the Confidence in Creating Supportive relationships factor and between the Confidence in Providing Trauma-Informed Strategies factor and the Confidence in Creating Supportive Relationships factor. The findings indicated that teachers need more knowledge regarding community resources for families and students but feel confident in providing supportive relationships. Teachers also are interested in more training events related to strategies to use when working with students exposed to trauma. Implications for teacher preparation programs and professional development training for practising teachers is discussed.
Collapse
Affiliation(s)
- Jennifer B. Bilbrey
- Department of Early Childhood Education, East Tennessee State University, Box 70548, Johnson City, TN 37614 USA
| | - Kristy Lynn Castanon
- Department of Early Childhood Education, East Tennessee State University, Box 70548, Johnson City, TN 37614 USA
| | - Ruth B. Copeland
- Department of Early Childhood Education, East Tennessee State University, Box 70548, Johnson City, TN 37614 USA
| | - Pamela A. Evanshen
- Department of Early Childhood Education, East Tennessee State University, Box 70548, Johnson City, TN 37614 USA
| | - Carol M. Trivette
- Department of Early Childhood Education, East Tennessee State University, Box 70548, Johnson City, TN 37614 USA
| |
Collapse
|
14
|
Wang S, Schramm L, Berger E. Psychologists’ perceptions of assessing and treating trauma-exposed clients. AUSTRALIAN PSYCHOLOGIST 2022. [DOI: 10.1080/00050067.2022.2120381] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Affiliation(s)
- Shufan Wang
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton, Australia
| | - Liska Schramm
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton, Australia
| | - Emily Berger
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton, Australia
- School of Rural Health, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Australia
| |
Collapse
|
15
|
Bertram JE, Tokac U, Brauch A, Fish AF. Implementing a novel self-care clock strategy as part of a trauma awareness intervention in a university setting. Perspect Psychiatr Care 2022; 58:2612-2621. [PMID: 35478182 DOI: 10.1111/ppc.13101] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/28/2022] [Revised: 03/10/2022] [Accepted: 04/08/2022] [Indexed: 11/29/2022] Open
Abstract
PURPOSE This study compared post- and preintervention trauma-informed care attitudes, explored relationships among outcomes, and identified self-care behavior changes participants are willing to make. DESIGN AND METHODS A quasi-experimental study with content analysis was conducted with 96 adults that took part in a Trauma Awareness Intervention including a novel self-care clock. CONCLUSIONS Participants' trauma-informed care attitudes improved (p ≤ 0.05) compared to baseline and were positively related to their post-intervention compassion scores (p < 0.05). Qualitative analyses revealed self-awareness, self-care, empathy, applying a trauma lens, changing the narrative, and student-centeredness as the main themes in participants' responses. PRACTICAL IMPLICATIONS This university-based initiative had a positive impact on attitudes toward trauma and should be explored in other settings, as there is an unmet need for trauma-informed care strategies at the community level.
Collapse
Affiliation(s)
- Julie E Bertram
- College of Nursing, University of Missouri-St. Louis, Saint Louis, Missouri, USA
| | - Umit Tokac
- College of Nursing, University of Missouri-St. Louis, Saint Louis, Missouri, USA
| | - Allison Brauch
- College of Nursing, The Ohio State University, Columbus, Ohio, USA
| | - Anne F Fish
- College of Nursing, University of Missouri-St. Louis, Saint Louis, Missouri, USA
| |
Collapse
|
16
|
Guevara AMM, White RMB, Johnson SL, Nair RL, Roche KM. School racial-ethnic discrimination, rule-breaking behaviors and the mediating role of trauma among Latinx adolescents: Considerations for school mental health practice. PSYCHOLOGY IN THE SCHOOLS 2022; 59:2005-2021. [PMID: 38188531 PMCID: PMC10768846 DOI: 10.1002/pits.22562] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2020] [Accepted: 04/15/2021] [Indexed: 01/09/2024]
Abstract
Much of the literature linking adversity to trauma fails to account for racialized experiences, including racial-ethnic discrimination, which is a highly prevalent form of adversity for youth of color in the U.S. Adversity and trauma often result in students experiencing elevated rule-breaking behaviors, exacerbating existing racial-ethnic disparities in disproportionate school discipline. Drawing from race-based trauma theory, the present study explored trauma as a mediator of the longitudinal association between racial-ethnic discrimination from teachers, other adults, and students in schools and rule-breaking behaviors among Latinx youth. Data were from a longitudinal study of 547 Latinx students in a southeastern U.S. state. Across gender and nativity groups, school racial-ethnic discrimination and trauma positively predicted later rule-breaking behaviors. Additionally, for girls only, increased levels of trauma partially explained the association between school racial-ethnic discrimination and rule-breaking behaviors. The study highlights the importance of addressing school racial-ethnic discrimination and trauma in equitable school metal health systems. Indeed, efforts aimed at reducing disproportionate school discipline among Latinx students should focus on reducing their exposure to school racial-ethnic discrimination and increasing access to trauma-informed and restorative justice approaches.
Collapse
Affiliation(s)
- Ana Maria Meléndez Guevara
- T. Denny Sanford School of Social and Family Dynamics, Family and Human Development, Arizona State University, Tempe, Arizona, USA
| | - Rebecca M B White
- T. Denny Sanford School of Social and Family Dynamics, Family and Human Development, Arizona State University, Tempe, Arizona, USA
| | - Sarah Lindstrom Johnson
- T. Denny Sanford School of Social and Family Dynamics, Family and Human Development, Arizona State University, Tempe, Arizona, USA
| | - Rajni L Nair
- College of Integrative Science and Arts, Science, Mathematics and Social Sciences, Arizona State University, Tempe, Arizona, USA
| | - Kathleen M Roche
- Milken Institute School of Public Health, Prevention and Community Health, The George Washington University, Washington, USA
| |
Collapse
|
17
|
Avery J, Morris H, Jones A, Skouteris H, Deppeler J. Australian Educators' Perceptions and Attitudes Towards a Trauma-Responsive School-Wide Approach. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2022; 15:771-785. [PMID: 35958717 PMCID: PMC9360270 DOI: 10.1007/s40653-021-00394-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/29/2021] [Indexed: 06/15/2023]
Abstract
Staff perceptions and attitudes regarding the introduction of the Reframing Learning and Teaching Environments (ReLATE) trauma-responsive school-wide approach were investigated in three Catholic primary schools in Victoria, Australia. School leaders, teachers, and support staff were interviewed regarding their experiences of the approach either individually or in focus groups. Educator attitudes towards trauma-responsive education was evaluated using the ARTIC-ED Scale, prior to and after participating in the six-month intervention. Qualitative data were interpreted using ecological analysis of the themes arising guided by the trauma informed principles and frameworks of the Substance Abuse and Mental Health Services Administration (SAMHSA) and the Trauma Learning Policy Initiative (TLPI). Findings indicated significant shifts towards trauma-responsive practice following the introduction of ReLATE. Strong themes emerged relating to the influence of improved trauma knowledge on perceptions of student behavior, consequent reported adaptations to behavior management practices, strengthened sense of trust and respect in the school climate, the centrality of leadership to effect change, and importance of school-fit to program uptake. Strengths and limitations of ReLATE are considered, along with implications for teacher professional learning, the role of leadership in effecting change and significance of perceived school-fit and collaboration. Supplementary Information The online version contains supplementary material available at 10.1007/s40653-021-00394-6.
Collapse
Affiliation(s)
- Julie Avery
- Health and Social Care Unit, School of Public Health and Preventive Medicine, Monash University, Melbourne, Vic Australia
| | - Heather Morris
- Health and Social Care Unit, School of Public Health and Preventive Medicine, Monash University, Melbourne, Vic Australia
| | | | - Helen Skouteris
- Health and Social Care Unit, School of Public Health and Preventive Medicine, Monash University, Melbourne, Vic Australia
- School of Business, Warwick University, Coventry, UK
| | - Joanne Deppeler
- School of Education, Monash University, Melbourne, Vic Australia
| |
Collapse
|
18
|
Cruz D, Lichten M, Berg K, George P. Developmental trauma: Conceptual framework, associated risks and comorbidities, and evaluation and treatment. Front Psychiatry 2022; 13:800687. [PMID: 35935425 PMCID: PMC9352895 DOI: 10.3389/fpsyt.2022.800687] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/02/2021] [Accepted: 06/27/2022] [Indexed: 11/17/2022] Open
Abstract
Children exposed to adverse childhood experiences (ACEs) and pervasive interpersonal traumas may go on to develop PTSD and, in most cases, will further undergo a significant shift in their developmental trajectory. This paper examines contemporary research on Developmental Trauma (DT), which is inextricably linked to disruptions in social cognition, physiological and behavioral regulation, and parent-child attachments. Developmental trauma associated with early experiences of abuse or neglect leads to multi-faceted and longstanding consequences and underscores critical periods of development, complex stress-mediated adaptations, and multilevel, trans-theoretical influences in the diagnostic formulation and treatment of traumatized children, adolescents, and adults. Psychological and medical correlates of Developmental Trauma Disorder are considered, and directions for future research are discussed.
Collapse
Affiliation(s)
- Daniel Cruz
- Hackensack Meridian Health Mountainside Medical Center, Montclair, NJ, United States
| | | | - Kevin Berg
- Hackensack Meridian Health Mountainside Medical Center, Montclair, NJ, United States
| | - Preethi George
- Hackensack Meridian Health Mountainside Medical Center, Montclair, NJ, United States
| |
Collapse
|
19
|
Dube SR, Rishi S, Corr C, Panlilio CC. Assessment of adult learning outcomes from a school-based training on adverse childhood experiences science and trauma-informed care. CHILD ABUSE & NEGLECT 2022:105777. [PMID: 35810034 DOI: 10.1016/j.chiabu.2022.105777] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/12/2022] [Revised: 06/16/2022] [Accepted: 06/29/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Implementing trauma-informed care (TIC) practices in educational settings requires preparing school staff to understand adverse childhood experiences (ACEs) and their impact to provide a restorative rather than a punitive response. OBJECTIVES To assess learning outcomes of a TIC training delivered to kindergarten to 12-grade (K-12) staff. PARTICIPANTS AND SETTING A TIC training informed by the Substance Abuse and Mental Health Service Administration (SAMHSA) Framework was delivered August to December 2017 to twenty-seven K-12 staff in Southeastern U.S. Majority were women (93 %) aged 25 to 58 years; 52 % were White and 48 % were Black/African American (48 %). METHODS Curricular content included an overview of ACEs; stress physiology; recognition of symptoms in self and others; strategies for response; and self-care. A post-training questionnaire with 11 learning statements was administered to assess participants' level of agreement with learning each concept using a 5-point Likert scale. Self-reflective narratives of challenging situations with students were also submitted and qualitatively analyzed for applications of TIC. RESULTS Between 62.9 % to 96 % of participants agreed/strongly agreed with learning new concepts related to ACEs and their symptoms. Qualitative data indicated that participants were able to recognize stress symptoms in students and in themselves and integrate strategies learned such as breathing and creating safe space to allow students to have voice and choice. CONCLUSIONS TIC training curriculum that includes ACEs and toxic stress science is a critical component that promotes recognition of trauma symptoms in themselves and others. Self-reflective practice using narratives is an essential training tool for implementing TIC.
Collapse
Affiliation(s)
- Shanta R Dube
- Department of Public Health, Director, Master of Public Health Program, Levine College of Health Sciences, Wingate University, Wingate, NC, United States of America.
| | | | - Catherine Corr
- Department of Special Education, University of Illinois, Urbana-Champaign, United States of America
| | - Carlomagno C Panlilio
- Educational Psychology Program, Department of Educational Psychology, Counseling, and Special Education, Child Maltreatment Solutions Network; Social Science Research Institute, The Pennsylvania State University, United States of America
| |
Collapse
|
20
|
McGraw S, Palokas M, Christian R. Effectiveness of trauma-informed, school-based interventions for children with a history of trauma or adverse experiences: an umbrella review protocol. JBI Evid Synth 2022; 20:2087-2093. [DOI: 10.11124/jbies-21-00370] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
|
21
|
DeBoer JL, Allouche SF, Vasquez JI, Rhodes J. Equitable practices in school mental health. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22678] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Jacob L. DeBoer
- Department of Psychology Louisiana State University Baton Rouge Louisiana USA
| | - Sam F. Allouche
- Department of Psychology Louisiana State University Baton Rouge Louisiana USA
| | - Jennifer I. Vasquez
- Department of Psychology Louisiana State University Baton Rouge Louisiana USA
| | - Judith Rhodes
- School of Social Work, College of Human Sciences & Education Louisiana State University Baton Rouge Louisiana USA
| |
Collapse
|
22
|
Facilitators and Barriers in the Implementation of Trauma-Informed Approaches in Schools: A Scoping Review. SCHOOL MENTAL HEALTH 2022. [DOI: 10.1007/s12310-021-09496-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
|
23
|
Avery JC, Morris H, Galvin E, Misso M, Savaglio M, Skouteris H. Systematic Review of School-Wide Trauma-Informed Approaches. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2021; 14:381-397. [PMID: 34471456 PMCID: PMC8357891 DOI: 10.1007/s40653-020-00321-1] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/25/2020] [Indexed: 05/25/2023]
Abstract
Extensive research on traumatic life experiences reveals how healthy development can be derailed and brain architecture altered by excessive or prolonged activation of the body's stress response, impacting health, mental health, learning, behavior and relationships. Schools offer a unique environment to prevent and counter the impacts of childhood trauma. This study aimed to investigate empirical evidence for school-wide trauma-informed approaches that met at least two of the three essential elements of trauma-informed systems defined by SAMSHA (2014). SAMHSA's concept of trauma and guidance for a trauma-informed approach. HHS Publication No. (SMA) 14-4884. Rockville: Substance Abuse and Mental Health Services Administration. https://store.samhsa.gov/shin/content/SMA14-4884.pdf) and consider commonalities in approaches, drivers of change, challenges and learnings related to implementation, sustainability and outcomes for students. A systematic review searching foremost databases was conducted for evidence of trauma-informed school-wide approaches used between 2008 and 2019. Four papers were identified, incorporating four school-wide approaches, The Healthy Environments and Response to Trauma in Schools (HEARTS) Model; The Heart of Teaching and Learning (HTL): Compassion, Resiliency, and Academic Success Model; The New Haven Trauma Coalition (NHTC) and The Trust-Based Relational Intervention. Although heterogeneous, the models shared core elements of trauma-informed staff training, organization-level changes and practice change, with most models utilizing student trauma-screening. Generalizability of the findings was low given the small number of studies, the mix of mainstream and specialist schools and high risk of bias. Given the limitations of research in this emergent but rapidly accelerating field, future research is urgently required to understand the interaction between core elements of a trauma-informed approach, teaching pedagogy and organizational factors that support the embedding, use and transferability of school-wide approaches.
Collapse
Affiliation(s)
- Julie C. Avery
- Monash Centre for Health Research and Implementation, School of Public Health and Preventive Medicine, Monash University, Level 1, 43-52 Kanooka Grove Clayton; Locked Bag 29 Clayton Vic, Melbourne, 3168 Australia
| | - Heather Morris
- Monash Centre for Health Research and Implementation, School of Public Health and Preventive Medicine, Monash University, Level 1, 43-52 Kanooka Grove Clayton; Locked Bag 29 Clayton Vic, Melbourne, 3168 Australia
| | - Emma Galvin
- Monash Centre for Health Research and Implementation, School of Public Health and Preventive Medicine, Monash University, Level 1, 43-52 Kanooka Grove Clayton; Locked Bag 29 Clayton Vic, Melbourne, 3168 Australia
| | - Marie Misso
- Monash Centre for Health Research and Implementation, School of Public Health and Preventive Medicine, Monash University, Level 1, 43-52 Kanooka Grove Clayton; Locked Bag 29 Clayton Vic, Melbourne, 3168 Australia
| | - Melissa Savaglio
- Monash Centre for Health Research and Implementation, School of Public Health and Preventive Medicine, Monash University, Level 1, 43-52 Kanooka Grove Clayton; Locked Bag 29 Clayton Vic, Melbourne, 3168 Australia
| | - Helen Skouteris
- Monash Centre for Health Research and Implementation, School of Public Health and Preventive Medicine, Monash University, Level 1, 43-52 Kanooka Grove Clayton; Locked Bag 29 Clayton Vic, Melbourne, 3168 Australia
- School of Business, Warwick University, Coventry, UK
| |
Collapse
|
24
|
Berger E, Chionh N, Miko A. School Leaders' Experiences on Dealing with Students Exposed to Domestic Violence. JOURNAL OF FAMILY VIOLENCE 2021; 37:1089-1100. [PMID: 34456464 PMCID: PMC8384226 DOI: 10.1007/s10896-021-00310-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/20/2021] [Indexed: 06/13/2023]
Abstract
School leaders' experiences and perceptions of students' domestic violence experiences and trauma-informed school interventions have been overlooked. This semi-structured qualitative study aimed to investigate three areas regarding school leaders' perceptions regarding domestic violence-exposed students: 1) the experiences of school leaders in dealing with these students; 2) the barriers and strengths associated with managing these students; and 3) school leaders' recommendations for overcoming any barriers related to this issue in schools. Interviews conducted with 15 school leaders were analysed using thematic analysis. School leaders were found to be instrumental in influencing school culture and support systems surrounding students' exposure to domestic violence. However, school leaders provided mixed reports regarding the adequacy of resources for domestic violence-exposed students. Recommendations suggested by school leaders included more domestic violence specific training for school staff and training delivery methods that were more sensitive for staff who have personal experiences with domestic violence. School leaders expressed great concerns for teachers, particularly less experienced teachers, regarding their knowledge and skills to assist students who disclose family violence.
Collapse
Affiliation(s)
- Emily Berger
- Faculty of Education, Monash University, 19 Ancora Imparo Way, Clayton, VIC 3800 Australia
| | - Natalie Chionh
- Faculty of Education, Monash University, 19 Ancora Imparo Way, Clayton, VIC 3800 Australia
| | - Amy Miko
- Faculty of Education, Monash University, 19 Ancora Imparo Way, Clayton, VIC 3800 Australia
| |
Collapse
|
25
|
Teachers’ experiences and recommendations to support refugee students exposed to trauma. SOCIAL PSYCHOLOGY OF EDUCATION 2021. [DOI: 10.1007/s11218-021-09657-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
|
26
|
Diggins J. Reductions in behavioural and emotional difficulties from a specialist, trauma-informed school. EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGIST 2021. [DOI: 10.1080/20590776.2021.1923131] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Jesse Diggins
- MacKillop Education, MacKillop Family Services, Geelong, Victoria, Australia
| |
Collapse
|
27
|
Early school suspensions for children with adverse childhood experiences (ACEs). JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2021.101300] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
|
28
|
Impact of School-Based Interventions for Building School Belonging in Adolescence: a Systematic Review. EDUCATIONAL PSYCHOLOGY REVIEW 2021. [DOI: 10.1007/s10648-021-09621-w] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/04/2023]
|
29
|
Sadusky A, Berger EP, Toporkova L. Examination of trauma training for postgraduate psychology students. CLIN PSYCHOL-UK 2021. [DOI: 10.1080/13284207.2021.1913047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Andrea Sadusky
- Faculty of Education, Monash University, Clayton, Australia
| | | | | |
Collapse
|
30
|
Restorative Parenting: Delivering Trauma-Informed Residential Care for Children in Care. CHILD & YOUTH CARE FORUM 2021. [DOI: 10.1007/s10566-021-09610-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Abstract
Background
There are 78,150 children in care in England and 12% live in group residential settings. Little empirical research informs our understanding of how these vulnerable children heal from multi-type trauma in residential homes. Evidence-based multisystemic trauma-informed models of care are needed for good quality consistent care.
Objective
Using a novel multisystemic trauma-informed model of care with an embedded developmental monitoring index, the Restorative Parenting Recovery Programme, pilot data was collected from young people and care staff from four residential homes over a two-year period. Five key developmental areas of children’s recovery were investigated through monthly monitoring data. Staff were also interviewed to explore their experiences of delivering the intervention to contextualise the findings.
Methods
Data was gathered from 26 children, aged 6–14 years, over a two-year period. Their developmental wellbeing was measured using the Restorative Parenting Recovery Index and analysed through a comparison of means. To add further context to this preliminary analysis, qualitative interviews were undertaken with 12 Therapeutic Parents to explore their perceptions of how the Restorative Parenting Recovery Programme influenced the children’s development.
Results
Young people showed significant improvements on indices relating to relationships (p = 0.002, d=0.844). Significant changes are observed during the first half of the programme in self-perception (p = 0.006, d = 0.871) and self-care (p = 0.018, d = 0.484), although limited progress around self-awareness and management of impulses and emotions.
Conclusions
This novel integrative approach to re-parenting and embedded measurement system to track the children’s progress is the first of its kind and has originated from extensive multisystemic clinical practice.
Collapse
|
31
|
Berger E, Samuel S. A qualitative analysis of the experiences, training, and support needs of school mental health workers regarding student trauma. AUSTRALIAN PSYCHOLOGIST 2021. [DOI: 10.1111/ap.12452] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Emily Berger
- Faculty of Education, Monash University, Clayton, Victoria, Australia,
| | - Sarah Samuel
- Faculty of Education, Monash University, Clayton, Victoria, Australia,
| |
Collapse
|
32
|
Kearney CA, Childs J. A multi-tiered systems of support blueprint for re-opening schools following COVID-19 shutdown. CHILDREN AND YOUTH SERVICES REVIEW 2021; 122:105919. [PMID: 36540197 PMCID: PMC9756038 DOI: 10.1016/j.childyouth.2020.105919] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/25/2020] [Revised: 12/30/2020] [Accepted: 12/30/2020] [Indexed: 06/17/2023]
Abstract
The COVID-19 pandemic will create enormous disruptions for youth and families with respect to economic and health status, social relationships, and education for years to come. The process of closing and intermittently reopening schools adds to this disruption and creates confusion for parents and school officials who must balance student educational progress with health and safety concerns. One framework that may serve as a roadmap in this regard is a multi-tiered systems of support (MTSS) model. This article briefly addresses four main domains of functioning (adjustment, traumatic stress, academic status, health and safety) across three tiers of support (universal, targeted, intensive). Each section draws on existing literature bases to provide specific recommendations for school officials who must address various and changing logistical, academic, and health-based challenges. The recommendations are designed to be flexible given fluctuations in the current crisis as well as focused on maximum-value targets. An MTSS approach adapted for contemporary circumstances can also be used to help address longstanding disparities that have been laid bare by the pandemic.
Collapse
Affiliation(s)
| | - Joshua Childs
- University of Texas at Austin, Educational Leadership and Policy Department, Austin, TX, USA
| |
Collapse
|
33
|
Scrine E. The Limits of Resilience and the Need for Resistance: Articulating the Role of Music Therapy With Young People Within a Shifting Trauma Paradigm. Front Psychol 2021; 12:600245. [PMID: 33584471 PMCID: PMC7873431 DOI: 10.3389/fpsyg.2021.600245] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2020] [Accepted: 01/04/2021] [Indexed: 12/01/2022] Open
Abstract
A broad sociocultural perspective defines trauma as the result of an event, a series of events, or a set of circumstances that is experienced as physically or emotionally harmful or life threatening, with lasting impacts on an individual’s physical, social, emotional, or spiritual wellbeing. Contexts and practices that aim to be “trauma-informed” strive to attend to the complex impacts of trauma, integrating knowledge into policies and practices, and providing a sanctuary from harm. However, there is a body of critical and decolonial scholarship that challenges the ways in which “trauma-informed” practice prioritizes individualized interventions, reinscribes colonial power relations through its conceptualizations of safety, and obscures the role of systemic injustices. Within music therapy trauma scholarship, research has thus far pointed to the affordances of music in ameliorating symptoms of trauma, bypassing unavailable cognitive processes, and working from a strengths-based orientation. In critiquing the tendency of the dominant trauma paradigm to assign vulnerability and reinforce the individual’s responsibility to develop resilience through adversity, this conceptual analysis outlines potential alternatives within music therapy. Drawing on a case example from a research project with young people in school, I elucidate the ways in which music therapy can respond to power relations as they occur within and beyond “trauma-informed” spaces. I highlight two overarching potentials for music therapy within a shifting trauma paradigm: (1) as a site in which to reframe perceived risk by fostering young people’s resistance and building their political agency and (2) in challenging the assumption of “safe spaces” and instead moving toward practices of “structuring safety.”
Collapse
Affiliation(s)
- Elly Scrine
- Creative Arts and Music Therapy Research Unit, Faculty of Fine Arts and Music, The University of Melbourne, Melbourne, VIC, Australia
| |
Collapse
|
34
|
Berger E, Meltzer L. Qualitative experiences of Australian mental health staff with students exposed to domestic violence. SCHOOL PSYCHOLOGY INTERNATIONAL 2021. [DOI: 10.1177/0143034321994156] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The prevalence of domestic violence is concerning due to its debilitating impact on the psychological, social and academic functioning of children. This study explored the experiences, strengths and challenges of school mental health staff in relation to students exposed to domestic violence. Interviews with 10 school wellbeing staff working in Victoria, Australia, showed that these staff felt confronted and distressed, and were unsure of their role in managing the complexities associated with students’ exposure to domestic violence. Staff reported the need for educators, students and parents to be educated on domestic violence, and for improved school structures and policies that encourage staff consultation and self-care following students’ disclosures of domestic violence. The results of this study are discussed within the context of trauma-informed practice and multi-tiered mental health promotion in schools.
Collapse
|
35
|
Cimolai V, Schmitz J, Sood AB. Effects of Mass Shootings on the Mental Health of Children and Adolescents. Curr Psychiatry Rep 2021; 23:12. [PMID: 33570688 DOI: 10.1007/s11920-021-01222-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/13/2021] [Indexed: 02/06/2023]
Abstract
PURPOSE OF REVIEW To examine mass shootings in youth including mass shooting trends, risk and protective factors for emotional sequelae, mental health, prevention of mass shootings, and the assessment and treatment of survivors. RECENT FINDINGS Many youth are exposed to gun violence, with a smaller subset exposed to mass shootings. While youth have varying responses to mass shootings, possibly due to risk and protective factors as well as level of exposure, the mental health outcomes are significant and include posttraumatic stress, suicide, depression, substance abuse, and anxiety. Efforts at developing effective prevention and treatment programs are still underway but generally take a tiered public health approach. Mass shootings have significant mental health outcomes for youth survivors, particularly those with direct exposure or risk factors. Continued efforts are needed to better understand the effects of mass shootings and how to prevent them from occurring as well as how to best address the needs of survivors.
Collapse
Affiliation(s)
- Valentina Cimolai
- Virginia Treatment Center for Children, Virginia Commonwealth University, 1308 Sherwood Avenue, Richmond, VA, 23220, USA
| | - Jacob Schmitz
- Virginia Treatment Center for Children, Virginia Commonwealth University, 1308 Sherwood Avenue, Richmond, VA, 23220, USA
| | - Aradhana Bela Sood
- Virginia Treatment Center for Children, Virginia Commonwealth University, 1308 Sherwood Avenue, Richmond, VA, 23220, USA.
| |
Collapse
|
36
|
Berger E, Martin K. Embedding
trauma‐informed
practice within the education sector. JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY 2020. [DOI: 10.1002/casp.2494] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Emily Berger
- Faculty of Education Monash University Melbourne Victoria Australia
| | - Karen Martin
- The University of Western Australia Perth Western Australia Australia
| |
Collapse
|