scholarly journals A Trauma-Informed Transition Model for New Entrants with Dysregulated Behaviours

2021 ◽  
Author(s):  
A. Hunter-Dehn
Keyword(s):  
Emotional Regulation ◽  
High Stress ◽  
School Personnel ◽  
Academic Readiness ◽  
Transition Model ◽  
School Age ◽  
Whole School ◽  
High Deprivation ◽  
Trauma Informed ◽  
Preliminary Support

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.

scholarly journals An Evaluation of Whole-School Trauma-Informed Training Intervention Among Post-Primary School Personnel: A Mixed Methods Study

2022 ◽  
Author(s):  
Justin MacLochlainn ◽  
Karen Kirby ◽  
Paula McFadden ◽  
John Mallett
Keyword(s):  
Professional Development ◽  
Compassion Fatigue ◽  
Intervention Group ◽  
School Personnel ◽  
Control Group ◽  
Whole School ◽  
Trauma Informed Care ◽  
Quality Of Life Scale ◽  
Professional Development Training ◽  
Trauma Informed

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.

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.

scholarly journals Management of food allergy in the school setting

2020 ◽  
Vol 2 (1) ◽  
pp. 104-107
Author(s):  
Christina M. Huddleston ◽  
Kirsten M. Kloepfer ◽  
Jay J. Jin ◽  
Girish V. Vitalpur
Keyword(s):  
Food Allergy ◽  
Learning Environment ◽  
Safety Concern ◽  
School Personnel ◽  
Primary Care Providers ◽  
Food Allergies ◽  
School Age Children ◽  
School Age ◽  
Care Providers ◽  
Care Plans

Food allergy is a growing health and safety concern that affects up to 8% of school-age children. Because children spend a significant part of their day in school, and the overall number of school-age children with food allergy has been increasing, management of food allergies relies on the collaboration of allergists, families, and schools to treat and prevent acute allergic reactions. For schools, this involves policies centered on food allergen avoidance, preparedness with epinephrine autoinjectors, adequate school personnel training, and accommodations for an equal opportunity learning environment. Partnerships with allergists, primary care providers, students, families, school nurses, and school staff are vital for creating individualized and effective care plans that will allow all children, including those with food allergies, a safe and nurturing learning environment.

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.

Social Media as a Platform for Cyberbullying of Individuals With Craniofacial Anomalies: A Preliminary Survey

2021 ◽  
pp. 1-16
Author(s):  
Alexis Jones ◽  
Allison M. Plumb ◽  
Mary J. Sandage
Keyword(s):  
Social Media ◽  
Online Survey ◽  
School Personnel ◽  
School Age ◽  
Craniofacial Anomalies ◽  
Speech Language Pathologists ◽  
Public And Private ◽  
Craniofacial Anomaly ◽  
Social Media Platforms ◽  
Facial Difference

Purpose The primary aim of this study was to investigate the extent to which individuals with facial and/or speech differences secondary to a craniofacial anomaly experienced bullying through social media platforms during late school age and adolescence. Method Using an online survey platform, a questionnaire was distributed via several public and private social media groups designated for individuals with craniofacial anomaly and their caregivers. Results The majority of participants ( n = 38; 88.4%) indicated they had been bullied during late school-age and adolescence and that they believed this was due to their facial difference and/or speech disorder ( n = 27; 71.1%). Almost one third indicated they had been victims of cyberbullying during this time ( n = 12; 31.6%) with the most common venues being texting and Facebook. Despite the large percentage of participants who reported being bullied through social media, half ( n = 6) indicated they did not often report these instances of cyberbullying. Conclusions As social media use continues to increase, it appears inevitable that cyberbullying will occur. Particularly vulnerable to both traditional and cyberbullying are individuals with craniofacial anomalies. Because of the specialized training of speech-language pathologists, school-based speech-language pathologists are in a unique position to play a key role in school-wide antibullying efforts and to educate school personnel on ways in which to support the needs of children with craniofacial anomalies both inside and outside of the classroom.

COMMITTEE ON SCHOOL HEALTH

PEDIATRICS ◽  
1959 ◽  
Vol 24 (4) ◽  
pp. 672-682
Keyword(s):  
Public Health ◽  
School Health ◽  
Health Program ◽  
Large City ◽  
School Personnel ◽  
School Age Children ◽  
School Age ◽  
Small Community ◽  
Private Physician ◽  
Optimal Health

THIS REPORT has been prepared primarily for the information and guidance of those physicians interested in matters of school health. Many physicians are perplexed by the subject of "school health." A better term, perhaps, is "health program for school age children." It emphasizes that "school health" is but part of an over-all planning for child health, which begins with birth (or prenatal life) and continues through the school years. The private physician surrenders none of his responsibility for the child's health when the child enters school. Instead, the school joins him and the parent as a third party interested in the child's health. The health of the child of school age is influenced by the teaching and environment of his school, by the program of public health in the community and by the direct services he receives. It is important that physicians, school personnel and public health authorities co-ordinate their activities by co-operative planning if the health program is to be successful. The private physician, who has been the medical adviser to the child during his preschool years, should play an important role in this co-operative activity of adjusting the child to the school environment. Not only should the child enter school in optimal health, but he should continue in optimal health throughout his school years. His good health is basically his parents' responsibility. The parents can be helped where and when necessary by a properly organized "health program for school age children." These programs vary greatly in how they are managed. The facilities and problems of a large city school system obviously will differ from those in a small community or rural area.

Understanding Post-Traumatic Adjustment Trajectories in School-Age Youth

2020 ◽  
pp. 75-98
Author(s):  
Christopher M. Layne ◽  
Stevan Hobfoll
Keyword(s):  
Children And Adolescents ◽  
Stress Resistance ◽  
Distress Tolerance ◽  
School Age ◽  
School Environments ◽  
Wide Range ◽  
Trauma Informed ◽  
Post Traumatic ◽  
Delayed Recovery ◽  
Over Time

Children and adolescents experience a wide range of reactions to trauma and loss, which can change over time and across development. Accurately recognizing and describing how youth are responding to life adversities is a key step in creating a trauma-informed school. Drawing on various theories, the authors propose 10 trajectories of post-traumatic adjustment. These consist of four trajectories of positive adjustment (stress resistance, resilient recovery, delayed recovery, and growth) and six trajectories of generally maladaptive adjustment (decline, delayed decline [sleeper effects], distress tolerance, phasic adjustment, severe decline, and chronic maladaptive functioning). The authors then describe key propositions of conservation of resource theory and propose how different resource qualities (e.g., potency, durability, accessibility) can contribute to different adjustment trajectories. They then consider how to use these resource qualities as a problem-solving tool for intervention planning and, more broadly, to help create school environments that steer children and adolescents towards positive post-traumatic adjustment trajectories, including stress resistance, resilient recovery, and growth.

Bringing Sanctuary to School: Assessing School Climate as a Foundation for Culturally Responsive Trauma-Informed Approaches for Urban Schools

2016 ◽  
Vol 55 (1) ◽  
pp. 95-124 ◽  
Author(s):  
Lisa V. Blitz ◽  
Denise Yull ◽  
Matthew Clauhs
Keyword(s):  
Urban Education ◽  
School Climate ◽  
Students Of Color ◽  
Culturally Responsive ◽  
High Stress ◽  
Economic Policies ◽  
High Poverty ◽  
Racially Diverse ◽  
Trauma Informed ◽  
Sanctuary Model

Decades of federal economic policies that have concentrated poverty into isolated communities have devastated urban education, and expose youth and families to high stress and trauma. Disproportionately negative outcomes for students of color and those who are economically disadvantaged can be understood as manifestations of negative racial school climate and inadequate responsiveness to students’ trauma. As part of a school–university partnership to inform culturally responsive trauma-informed pedagogy, this study assessed the climate of a racially diverse high-poverty elementary school. Findings explored the application of the trauma-informed Sanctuary Model to address students’ trauma and a social justice response for urban education.

scholarly journals Qualitative case study investigating PAX-good behaviour game in first nations communities: insight into school personnel’s perspectives in implementing a whole school approach to promote youth mental health

BMJ Open ◽  
2019 ◽  
Vol 9 (9) ◽  
pp. e030728
Author(s):  
Yu Qi Wu ◽  
Mariette Chartier ◽  
Gia Ly ◽  
Ari Phanlouvong ◽  
Shelby Thomas ◽  
...  
Keyword(s):  
Mental Health ◽  
First Nations ◽  
Qualitative Case Study ◽  
Self Regulation ◽  
School Personnel ◽  
Successful Implementation ◽  
Whole School ◽  
Whole School Approach ◽  
Good Behaviour

ObjectivesPAX-Good Behaviour Game (PAX-GBG) is associated with improved mental health among youth. First Nations community members decided on a whole school approach to facilitate PAX-GBG implementation, by offering intervention training to all staff members in their schools. Our objective is to gain a greater understanding of how this approach was viewed by school personnel, in order to improve implementation in remote and northern First Nations communities.DesignWe conducted a qualitative case study using semi-structured interviews.SettingInterviews were conducted in First Nations schools located in northern Manitoba, Canada, in February 2018.ParticipantsWe used purposive sampling in selecting the 23 school staff from First Nations communities.InterventionPAX-GBG is a mental health promotion intervention that teachers deliver in the classroom alongside normal instructional activities. It was implemented school-wide over 4 months from October 2017 to February 2018.Outcome measuresWe inquired about the participants’ perception of PAX-GBG and the whole school approach. We applied an iterative coding system, identified recurring ideas and classified the ideas into major categories.ResultsImplementing the PAX-GBG whole school approach improved students’ behaviour and created a positive school environment. Students were learning self-regulation, had quieter voices and demonstrated awareness of the PAX-GBG strategies. All teachers interviewed had used the programme. Support from school administrators and having all school personnel use the programme consistently were facilitators to successful implementation. Challenges included the timing of training, lack of clarity in how to implement and implementing among students in older grades and those with special needs.ConclusionsThe whole school approach to implementing PAX-GBG was viewed as an acceptable and feasible way to extend the reach of PAX-GBG in order to promote the mental health of First Nations youth. Recommendations included ensuring school leadership support, changes to the training and cultural and literacy adaptations.

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