Systemic Self-Regulation: A Framework for Trauma-Informed Services in Residential Juvenile Justice Programs

2013 ◽  
Vol 28 (7) ◽  
pp. 665-677 ◽  
Author(s):  
Julian D. Ford ◽  
Margaret E. Blaustein
Keyword(s):  
Juvenile Justice ◽  
Self Regulation ◽  
Trauma Informed

A Pilot Study to Adapt a Trauma-Informed, Mindfulness-Based Yoga Intervention for Justice-Involved Youth

2021 ◽  
Author(s):  
Ashli Owen-Smith ◽  
Holle Black ◽  
David Emerson ◽  
Michaela Cotner ◽  
Herschel Smith ◽  
...  
Keyword(s):  
Pilot Study ◽  
Juvenile Justice ◽  
Juvenile Justice System ◽  
Qualitative Interviews ◽  
Self Regulation ◽  
Feasibility Trial ◽  
Black African ◽  
Intervention Impact ◽  
Trauma Informed ◽  
Hispanic White

Abstract The purpose of the present study was to adapt and pilot a trauma-informed, mindfulness-based yoga (TIMBY) intervention focused on enhancing self-regulation among youth in the Georgia Department of Juvenile Justice system. In this article we (1) describe the process by which we systematically adapted an evidence-based protocol specifically for this population, (2) describe the nature of and rationale for those adaptations, (3) present some preliminary qualitative findings based on interviews with youth participants, and (4) briefly summarize how the adapted protocol will be evaluated in the subsequent feasibility trial. The iterative drafting and revision process involved modifications to a well-established, protocolized Trauma-Informed Yoga program and was identified by the project advisory board and t h rough formal interviews with intervention staff. Qualitative interviews were conducted with youth participants concerning intervention impact, credibility, and satisfaction. Several needed modifications were identified so that the intervention would be contextually appropriate for justice-involved youth. Thirty youth were enrolled in the pilot study: 77% we re Non - Hispanic Black/African-American, 18% were Non-Hispanic White, and 5% were Hispanic White. The average age was 16.45 years (range 14–20). The youth consistently reported satisfaction with the sessions and positive beliefs about how the sessions were helping them with a range of physical and psychological/ emotional challenges. Adaptations to the protocol in the present study highlight how mindfulness-based interventions for justice-involved youth need to consider what is both developmentally suitable for youth and appropriate in a justice setting. A feasibility study using this revised TIMBY protocol is underway at four Georgia Department of Juvenile Justice facilities to formally identify the barriers and facilitators to implementation for the present study and a future, larger-scale trial.

scholarly journals Trauma-Responsive Engagement and Treatment (TREAT)

2020 ◽  
Vol 25 ◽  
pp. 92-105
Author(s):  
Joseph Tomassone
Keyword(s):  
Juvenile Justice ◽  
Conceptual Framework ◽  
Justice System ◽  
Juvenile Justice System ◽  
Self Regulation ◽  
Traumatic Experiences ◽  
Clear Understanding ◽  
Service Delivery System ◽  
Systemic Transformation ◽  
Trauma Informed

This article will outline a conceptual framework for Trauma-Responsive Engagement and Treatment (TREAT), which can be implemented as a model for organizational and programmatic transformation in a juvenile justice system. The proposed TREAT framework is designed to create juvenile justice programming that is not only trauma-informed, but is actually trauma-responsive with respect to all of the members of its community. That is, TREAT staff identify and respond to the outcomes of traumatic experiences in order to help people recover. They work to increase emotional and behavioral self-regulation of participants and help them to achieve self-identified goals. The article will discuss the evolution of this model in the context of recent and historical forces that have fueled juvenile justice reform efforts nationwide. The article will also describe how systemic changes in reaction to those forces should include a clear understanding of, and response to, the impacts of trauma on youth, staff, and systems, and will emphasize that true systemic transformation requires a model which engages, motivates, and benefits all members of a juvenile justice service delivery system—staff and youth alike.

scholarly journals Implementing trauma-informed care through social innovation in child welfare residential treatment centres serving elementary school children

2020 ◽  
Vol 7 (1) ◽  
pp. 222-232
Author(s):  
Denise Brend ◽  
Nicolas Fréchette ◽  
Arnaud Milord-Nadon ◽  
Tim Harbinson ◽  
Delphine Collin-Vezina
Keyword(s):  
Child Welfare ◽  
Residential Treatment ◽  
Complex Trauma ◽  
Social Innovation ◽  
Task Force ◽  
Self Regulation ◽  
Well Being ◽  
Worker Attitudes ◽  
Trauma Informed Care ◽  
Trauma Informed

Objectives: This article presents the theoretical basis, initial deployment strategies, and resulting preliminary findings of a program implemented in residential treatment centres (RCs) in child welfare. “Program Penguin” aimed to help workers develop trauma-informed attitudes and implement trauma-informed practices, make the workplace more responsive to the well-being of RC workers, and reduce the use of restraints and seclusion among school-aged children in RCs. Methods: Informed by the theories of complex trauma (National Child Traumatic Stress Network Complex Trauma Task Force, 2003), polyvicitimization (Finkelhor et al., 2007), Attachment, Self-Regulation and Competency (ARC; Blaustein & Kinniburgh, 2018) and Positive Behavioural Interventions and Supports (PBIS; Sugai & Horner, 2002), Program Penguin was developed and deployed using the social innovation approach (Fixsen et al. 2005). The key stages of social innovation will here be used to describe the implementation process. Results: Changes in practices were observed, RC worker attitudes towards trauma-informed care were assessed and showed strong effects between multiple covariables. RC worker support needs were identified, and a reduction in the use of restraints and seclusions was shown. Key strategies towards the development and maintenance of buy-in and meaningful change in practices are also described. Implications: Changes observed at all levels of this implementation suggest Programme Penguin is a promising approach, despite local issues that arose and the challenges inherent to program deployment within child protection settings. It appears a trauma-informed program using positive behavioural approaches and leveraging existing organizational strengths may impact intervention strategies, worker attitudes, and the use of restraints and seclusions against children in RCs.

Childhood Trauma and a Framework for Intervention

2012 ◽  
pp. 3-22
Author(s):  
Margaret E. Blaustein
Keyword(s):  
Childhood Trauma ◽  
Self Regulation ◽  
Educational Community ◽  
Whole School ◽  
System P ◽  
Trauma Informed ◽  
Whole School Approach ◽  
Environmental Supports

Trauma impacts well over 20% of the population, with far-reaching personal and societal consequences that are often ameliorated by environmental supports. In this chapter, the prevalence, complex impacts and developmental influences of childhood trauma are described, and relevance of trauma to the educational community is established. The Attachment, Self-Regulation, and Competency (ARC) framework is introduced as one whole-school approach to developing a trauma-informed system.

Trauma-Informed Elementary Schools: Evaluation of School-Based Early Intervention for Young Children

2019 ◽  
Vol 41 (4) ◽  
pp. 239-248 ◽  
Author(s):  
Carrie W Rishel ◽  
Jiyoung K Tabone ◽  
Helen P Hartnett ◽  
Kathy F Szafran
Keyword(s):  
Elementary Schools ◽  
Early Intervention ◽  
Self Regulation ◽  
Classroom Interaction ◽  
Childhood Experiences ◽  
School Year ◽  
School Based ◽  
Trauma Informed ◽  
Multiple Domains

Abstract Trauma-Informed Elementary Schools (TIES) is a program designed to bring trauma-informed services to early elementary classrooms. Built on a foundation of adverse childhood experiences research and the Attachment, Self-Regulation, and Competency framework, TIES provides early intervention to children who exhibit symptoms of chronic stress or trauma in the classroom. Designed as an innovative school-based approach, TIES provides classrooms with a resource liaison to support teachers in recognizing and responding to trauma indicators. This article describes a study that examined the effectiveness of the TIES intervention across multiple domains, measuring the quality of classroom interaction by comparing TIES classrooms with comparison classrooms in 11 schools in a rural Appalachian state. CLASS (Classroom Assessment Scoring System) was used to measure classroom outcomes at the beginning (baseline) and end (follow-up) of the school year. Results indicate that TIES classrooms demonstrated significant improvement from baseline to follow-up in multiple domains, whereas comparison classrooms showed decline. The article concludes with a discussion of the study’s implications.

Using the PBIS Framework to Meet the Mental Health Needs of Youth in Juvenile Justice Facilities

2020 ◽  
Vol 41 (2) ◽  
pp. 80-87 ◽  
Author(s):  
Skip Kumm ◽  
Sarup R. Mathur ◽  
Michelle Cassavaugh ◽  
Erin Butts
Keyword(s):  
Mental Health ◽  
Juvenile Justice ◽  
Behavioral Interventions ◽  
Health Needs ◽  
Mental Health Needs ◽  
Mental Health Agencies ◽  
Positive Behavioral Interventions ◽  
Trauma Informed Care ◽  
Health Agencies ◽  
Trauma Informed

Youth in juvenile justice facilities may experience symptoms of mental health disorders and trauma at a higher rate than their normative peers. As a result, juvenile justice facilities have become de facto mental health agencies, resulting in an increased need to provide interventions that can meet the various needs of their residents. Embedding mental health and trauma-informed care into tiered facility-wide positive behavioral interventions and supports (FW-PBIS) is an emerging practice to meet a multitude of youth mental health symptoms. In this article, we provide examples of how mental health and trauma-informed care can be interwoven into an FW-PBIS framework by using a data-based decision-making process to guide the implementation of tiered evidence-based interventions, and we offer implications for practice and research.

Delivering Trauma-Informed Care in the Juvenile Justice Setting

2021 ◽  
pp. 139-152
Author(s):  
Darson Rhodes ◽  
Carol Cox ◽  
Patrick Hebert ◽  
Haley Bylina ◽  
Parker Heman ◽  
...  
Keyword(s):  
Juvenile Justice ◽  
Emotional Regulation ◽  
Traumatic Event ◽  
Care Plan ◽  
Trauma Symptoms ◽  
Post Traumatic Stress ◽  
Stress Symptoms ◽  
Trauma Informed Care ◽  
Trauma Informed ◽  
Training Community

Youth taken from the home and placed in emergency shelter, secure detention, and residential set-tings are exposed to new sources of trauma and danger that may re-activate severe stress symptoms leading to re-traumatization. A juvenile justice center planned a trauma-informed, system-focused in-tervention that included recommended elements: appropriate assessments of trauma symptoms, evi-dence-based programs and treatments to build resilience skills in youth and families, staff training, community collaboration and partnerships, and a safe environment to reduce the risk of re-traumatization. The purpose of this study was to describe the implementation over two years of the trauma-informed, system-focused intervention in the juvenile justice center and associated effects on youth trauma symptoms. Current and past traumatic event exposure, change in youth participants’ emotional regulation, effects of an evidence-based, trauma-informed therapeutic intervention on youth participants’ stress symptoms, and quality of the organizational trauma-informed care plan were assessed. Although efforts to improve participant emotional regulation and post-traumatic stress symptoms did not demonstrate significant differences, efforts to screen for trauma exposure at intake provided important information about participant multiple traumas to assist with the therapeutic pro-cess. Efforts in changing organizational culture and policy did result in minor self-reported facility envi-ronmental improvements. For the practitioner, even when an intervention is well planned, results are not always positive in actual practice.

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