scholarly journals Program evaluation of trauma-informed yoga for vulnerable populations

2021 ◽  
pp. 101946
Author(s):  
Deanne C. Tibbitts ◽  
Sue A. Aicher ◽  
Judith Sugg ◽  
Kimberlee Handloser ◽  
Liz Eisman ◽  
...  
Keyword(s):  
Program Evaluation ◽  
Vulnerable Populations ◽  
Trauma Informed

Understanding the Necessity of Trauma-Informed Care in Community Schools: A Mixed-Methods Program Evaluation

2019 ◽  
Vol 41 (2) ◽  
pp. 101-110 ◽  
Author(s):  
Johanna Creswell Báez ◽  
Kristen J Renshaw ◽  
Lauren E M Bachman ◽  
David Kim ◽  
Veronica D Smith ◽  
...  
Keyword(s):  
Program Evaluation ◽  
Mixed Methods ◽  
Community Schools ◽  
Trauma Informed Care ◽  
Trauma Informed

Rigor and Respect: Recruitment Strategies for Engaging Vulnerable Populations in Research

2021 ◽  
pp. 088626052110234
Author(s):  
Jennifer E. O’Brien ◽  
Kathryne B. Brewer ◽  
Lisa M. Jones ◽  
Jena Corkhum ◽  
Cynthia Fraga Rizo
Keyword(s):  
Mental Health ◽  
Vulnerable Populations ◽  
Sex Trafficking ◽  
Research Participation ◽  
Well Being ◽  
Poor Mental Health ◽  
Lessons Learned ◽  
Domestic Minor Sex Trafficking ◽  
Substantial Risk ◽  
Trauma Informed

Engaging vulnerable populations in research is a critical focus for researchers seeking to find ways to improve safety and well-being for broader populations. Vulnerabilities often co-occur, meaning that individuals may experience vulnerabilities in multiple facets of their life (e.g., victim of abuse and mental health diagnoses). Unfortunately, many vulnerable populations remain underinvestigated due to difficulty reaching, engaging, and safely including such populations in research. While most researchers assert the importance of including vulnerable populations in research, few actively and successfully recruit them. Many vulnerable populations are understandably weary of research participation. Victims and survivors of domestic minor sex trafficking (DMST) are one such vulnerable population, in that identification may incur substantial risk for DMST victim’s physical safety and well-being. In addition, DMST victims and survivors often experience co-occurring vulnerabilities including substance use, histories of abuse, delinquency, and poor mental health. Accordingly, they are notoriously difficult to recruit for research participation. The current paper uses a detailed case example to describe the recruitment and retention strategies used by one researcher to promote DMST survivor research participation. A candid account of challenges, successes, and lessons learned is offered in service of building methodological techniques for recruitment that both honor participant experiences while championing methodological rigor. Findings detail the importance of trust and a trauma-informed approach to qualitative data collection and analysis. Authors include specific strategies to promote comfort and candor amid traumatic response in ways that may empower research participants. A detailed discussion of how such strategies may be adapted for vulnerable populations beyond DMST victims and survivors is provided.

Navigating the Barriers Presented by the COVID-19 Pandemic

2021 ◽  
pp. 44-65
Author(s):  
Colleen Lelli ◽  
Kelly M. Ballard ◽  
Amber Gentile
Keyword(s):  
Instructional Practices ◽  
Vulnerable Populations ◽  
Emotional Health ◽  
Pedagogical Practices ◽  
Educational Policies ◽  
Social Emotional ◽  
Trauma Informed ◽  
On Line ◽  
On Line Learning ◽  
The Impact

As educators and students navigated the changes amid COVID-19 and the switch to on-line learning, there became a critical need to identify and address the challenges experienced by all. This chapter highlights the findings and recommendations of a study that surveyed over 400 educators to gather their perceptions of the barriers presented by COVID-19 and their experiences as they adjusted to educating students during a pandemic. The COVID-19 Educator Impact Survey developed by the researchers focused on educators' perceptions of the impact of COVID-19 on instructional practices, emotional health, and student learning. Innovative practices to create a more equitable education with the intentional inclusion of Trauma Informed Practices and the newly created Guideposts for Trauma Informed Strategies are described. These guideposts can serve as recommendations for stakeholders with the goal of reimagining pedagogical practices and educational policies including trauma informed frameworks related to equity, access, and social-emotional learning skills for vulnerable populations.

scholarly journals Participatory Research Engagement of Vulnerable Populations: Employing Survivor-Centered, Trauma-Informed Approaches

2021 ◽  
Author(s):  
Selima N. Jumarali ◽  
Nkiru Nnawulezi ◽  
Samantha Royson ◽  
Carrie Lippy ◽  
Ashley N. Rivera ◽  
...  
Keyword(s):  
Participatory Research ◽  
Vulnerable Populations ◽  
Research Engagement ◽  
Trauma Informed

Delivering HIV services to vulnerable populations: an evaluation and research agenda

2002 ◽  
Vol 117 (2) ◽  
pp. 114-122 ◽  
Author(s):  
Martha M McKinney ◽  
Katherine M Marconi ◽  
Paul D Cleary ◽  
Jennifer Kates ◽  
Steven R Young ◽  
...  
Keyword(s):  
Vulnerable Populations ◽  
Research Agenda ◽  
Hiv Services

Program Evaluation

2020 ◽  
Author(s):  
Allen Rubin
Keyword(s):  
Program Evaluation

Guidance Program Evaluation: A Follow-Up of Effectiveness and Value

1975 ◽  
Vol 8 (3) ◽  
pp. 163-168 ◽  
Author(s):  
James R. O'Connor ◽  
James V. Wigtil
Keyword(s):  
Program Evaluation ◽  
Guidance Program

Theoretical and Methodological Problems of a 10-Year Follow-Up Program Evaluation Study

2002 ◽  
Vol 18 (3) ◽  
pp. 229-241 ◽  
Author(s):  
Kurt A. Heller ◽  
Ralph Reimann
Keyword(s):  
Program Evaluation ◽  
Evaluation Studies ◽  
Evaluation Study ◽  
Control Groups ◽  
Cross Sectional ◽  
Long Term Study ◽  
Partial Inclusion ◽  
Methodological Problems

Summary In this paper, conceptual and methodological problems of school program evaluation are discussed. The data were collected in conjunction with a 10 year cross-sectional/longitudinal investigation with partial inclusion of control groups. The experiences and conclusions resulting from this long-term study are revealing not only from the vantage point of the scientific evaluation of new scholastic models, but are also valuable for program evaluation studies in general, particularly in the field of gifted education.

Mental health Program Evaluation in the 1980s

1982 ◽  
Vol 27 (11) ◽  
pp. 878-879
Author(s):  
Lawrence H. Cohen
Keyword(s):  
Mental Health ◽  
Program Evaluation ◽  
Health Program ◽  
Mental Health Program
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