Healthy Environments and Response to Trauma in Schools (HEARTS): A Whole-School, Multi-level, Prevention and Intervention Program for Creating Trauma-Informed, Safe and Supportive Schools

2016 ◽  
Vol 8 (1) ◽  
pp. 163-176 ◽  
Author(s):  
Joyce S. Dorado ◽  
Miriam Martinez ◽  
Laura E. McArthur ◽  
Talia Leibovitz
Author(s):  
A. Hunter-Dehn

AbstractThe Riroriro programme was a response to the needs of children with extremely dysregulated classroom behaviours, resulting from sustained exposure to traumatic high-stress and high-deprivation environments from pre-birth to school age. Evaluation of the accounts of key individuals involved in the pilot found that participants had improved emotional regulation abilities and interpersonal skills during and up to 1 year after the intervention. Academic performance was not improved significantly, but the interviewees’ accounts suggested that “academic readiness” had been achieved. In line with previous studies, the results indicate preliminary support for the effectiveness of the Riroriro programme in supporting children who have experienced trauma to become mainstream classroom ready. These results suggest that a whole-school, multi-tiered approach providing support at the student, school personnel and system levels can help mitigate the effects of trauma.


2022 ◽  
pp. 249-268
Author(s):  
Minda M. B. Marshall ◽  
Marinda Marshall

This chapter foregrounds an online gamified visual intelligence innovation (eyebraingym) developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency. The explicit aim of the innovation is to improve comprehension towards visual intelligence. Ninety-eight Grade 8 learners at a South African Boy's School completed their online development during the 2021 academic year. These learners were part of a group of students participating in a whole school reading and literacy intervention program. The innovation is an integral part of this ongoing project. Their interaction with the innovation consists of 15 sessions completed once or twice a week for 20 – 40 minutes over five months. The results of the project are positive. It shows that most participating students improved their perceptual development and reading speed (VPF) and cognitive development and comprehension skills (CDF). In addition, these outcomes transferred to improved relative efficiency when working with information (AIUF).


Author(s):  
Margaret E. Blaustein

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.


2009 ◽  
Vol 12 (6) ◽  
pp. 413-420 ◽  
Author(s):  
Anita Young ◽  
Valerie Hardy ◽  
Christina Hamilton ◽  
Kristen Biernesser ◽  
Li-Lin Sun ◽  
...  

Author(s):  
Justin MacLochlainn ◽  
Karen Kirby ◽  
Paula McFadden ◽  
John Mallett

AbstractStudents’ ability to reach their potential in school—both behaviourally and academically – is linked to their educator’s knowledge of child and adolescent development, childhood adversity and trauma, and how these impact learning and behaviour. However, teacher pre-service training programmes often offer inadequate instruction to meet the needs of trauma-impacted students. The purpose of the study was to investigate the benefits of professional development training in trauma-informed approaches on school personnel attitudes and compassion fatigue. There is a paucity of research on whole-school trauma-informed approaches and most have methodological limitations via the absence of a control group. In addressing this gap, the study is one of the first to utilise a control group in the research design to ensure findings are robust. The study utilised a quasi-experimental wait-list control pre-post intervention design to evaluate the efficacy of trauma-informed professional development training. We compared attitudes and compassion fatigue among 216 school personnel (n = 98 intervention, n = 118 comparison) utilising the Attitudes Related to Trauma-Informed Care (ARTIC) scale and the Professional Quality of Life scale (Pro-QoL). Quantitative data was supplemented by qualitative focus group data. Findings demonstrated that school-personnel within the intervention group reported significant improvements in attitudes related to trauma-informed care, and a significant decrease in burnout at 6-month follow-up. Our findings demonstrate that with minimum training on the dynamics of trauma, personnel attached to a school can become more trauma-informed and have more favourable attitudes towards trauma-impacted students and consequently be less likely to experience burnout.


1999 ◽  
Vol 45 (4, Part 2 of 2) ◽  
pp. 105A-105A
Author(s):  
Robert Locke ◽  
Mark Maxwell ◽  
Janet Leatham ◽  
Alan Schwartz ◽  
Kathleen H Leef ◽  
...  

2020 ◽  
Author(s):  
Fatemeh Bakhtari ◽  
Nader Alizadeh ◽  
Haidar Nadrian ◽  
Christoph Augner ◽  
Asghar Mohammadpoorasl

Abstract Background The aim of the present study was to investigate the effects of a multi-level intervention based on the social ecological model on the frequency and duration of hookah smoking among a sample of Iranian adults. Methods In this study, two comparable cities in Iran were selected to participate in an intervention program based on a social ecological model (SEM). In each city, 133 hookah smokers in coffee houses were selected. Environmental changes in coffee houses such as serving light foods and games were conducted. A virtual group named "no hookah" was established on the Telegram application to train participants in the intervention group. Messages, pictures and short videos were sent to the participants through that virtual network. The frequency and duration of hookah consumption were assessed in both groups at baseline and after the intervention. Results The frequency of hookah consumption decreased in 72.6% of participants in the intervention group (vs. 6.3% in the control group); and the duration of hookah consumption per session decreased in 39.5% of participants in the intervention group (vs. 5.5% in the control group). Conclusions Using multi-level interventions through a social ecological model can reduce hookah consumption in young people.


2021 ◽  
Author(s):  
Shuji Tsuda ◽  
Hiroki Inagaki ◽  
Tsuyoshi Okamura ◽  
Mika Sugiyama ◽  
Madoka Ogawa ◽  
...  

Abstract BackgroundEffective strategies to develop dementia-friendly communities (DFCs) are needed in aging societies. We aimed to propose a strategy to develop DFCs from a Japanese perspective and to evaluate an intervention program that adopted the strategy.MethodsThis study implemented a multi-level intervention that emphasized nurturing community social capital in a large apartment complex in the Tokyo metropolitan area in 2017. We offered an inclusive café that was open for extended hours as a place to socialize and a center for activities that included monthly public lectures. Individual consultation on daily life issues was also available for free at the café. Postal surveys were sent out to all older residents aged 70 years and older in 2016 and 2019. With a one-group pre-test and post-test design, we assessed changes in the proportion of older residents who had social interaction with friends and those who were confident about living in the community, even if they were living with dementia.ResultsTotals of 2,633 and 2,696 residents completed the pre and post-intervention surveys, respectively. The mean age of the pre-intervention respondents was 77.4 years; 45.7% lived alone and 7.7% reported living with impaired cognitive function. The proportion of men who had regular social interaction and were confident about living in their community with dementia increased significantly from 38.8–44.5% (p=0.008) and from 34.1–38.3% (p=0.045), respectively. Similar significant increases were observed in the subgroup of men living with impaired cognitive function, but not in the same subgroup for women.ConclusionsThe intervention benefitted male residents who were less likely to be involved in the community’s web of social networks at baseline. A strategy to create DFCs that emphasizes nurturing community social capital can form a foundation for DFCs.Trial registrationThis study was retrospectively registered in the University hospital Medical Information Network (UMIN) Clinical Trial Registry (registry number: UMIN000038193, date of registration: Oct 3, 2019).


Author(s):  
Barbara A. Spears ◽  
Carmel Taddeo ◽  
Lesley-Anne Ey

Abstract Bullying and cyberbullying are global phenomena negatively impacting on children’s and young people’s (CYP’s) mental health and wellbeing and affecting their school social experiences and learning outcomes. Many interventions and prevention approaches have been employed over the decades, most impacting differentially, with some success in certain contexts and situations but not universally, suggesting the need for more contextualised, nuanced approaches at the whole school, community, individual and peer-group levels. The recognition of the importance of student and teacher voice in recent years has heralded interest in co-design practices to deliver more context-relevant interventions and prevention strategies. This article considers how participatory design and co-design practices can form part of the prevention and intervention repertoire for schools, teachers, counsellors and psychologists in their quest to understand and reduce cyberbullying and/or bullying (C/B) behaviours. Two case-study exemplars are provided that reflect the importance of context and student-centred relevancy to inform practice.


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