Building Communities of Care: A Comprehensive Model for Trauma-Informed Youth Capacity Building and Behavior Management in Residential Services

Abstract Background Trauma is a significant public health issue, negatively impacting a range of health outcomes. Providers and administrators in public mental health systems recognize the widespread experience of trauma, as well as their limited ability to address trauma within their communities. In response, the Los Angeles County Department of Mental Health funded nine regionally based community partnerships to build capacity to address trauma. We describe partnership and community capacity-building efforts and examine community impact, defined as successful linkages to resources and changes in stress tolerance capacities among community members. Methods We conceptualized community capacity-building as dissemination of trauma-informed education and training, community outreach and engagement, and linkage of community members to resources. We measured trauma-informed trainings among partnership members (N = 332) using the Trauma-Informed Organizational Toolkit. Outreach, engagement and linkages were documented using Event and Linkage Trackers. We examined changes in the type of successful linkage after the issuance of statewide mandatory restrictions in response to COVID-19. We examined changes in stress tolerance capacities among community members (N = 699) who were engaged in ongoing partnership activities using the 10-item Conner-Davidson Resilience Scale; the 28-item Coping Orientation to Problems; and the pictorial Inclusion of Community in Self Scale. Results Training and education opportunities were widespread: 66% of members reported opportunities for training in 13 or more trauma-informed practices. Partnerships conducted over 7800 community capacity-building events with over 250,000 attendees. Nearly 14,000 successful linkages were made for a wide range of resources, with consistent linkage success prior to (85%) and during (87%) the pandemic. In response to COVID-19, linkage type significantly shifted from basic services and health care to food distribution (p < .01). Small but significant improvements occurred in coping through emotional and instrumental support; and sense of community connectedness (p < .05 each). Conclusions Community-based partnerships demonstrated effective capacity-building strategies. Despite the pandemic, community members did not report reduced stress tolerance, instead demonstrating gains in external help-seeking (use of emotional and instrumental supports) and perception of community connectedness. Future work will use qualitative methods to examine the impact of community capacity-building and the sustainability of this approach for addressing the impact of trauma within communities.

Download Full-text

Machine learning methods applied on dental fear and behavior management problems in children

Acta Odontologica Scandinavica ◽

10.1080/000163599428797 ◽

1999 ◽

Vol 57 (4) ◽

pp. 207-215 ◽

Cited By ~ 14

Author(s):

Gunilla Klingberg ◽

Rudolf Sillén ◽

Jörgen G. Norén

Keyword(s):

Machine Learning ◽

Behavior Management ◽

Dental Fear ◽

Learning Methods ◽

Machine Learning Methods ◽

Management Problems ◽

And Behavior

Download Full-text

School Discipline and Behavior Management

Meeting the Psychoeducational Needs of Minority Students ◽

10.1002/9781118092620.ch7 ◽

2013 ◽

pp. 313-351

Keyword(s):

Behavior Management ◽

School Discipline ◽

And Behavior

Download Full-text

The Place of Elderly Education Within Adult Education and Model Suggestions Regarding Elderly Education

Handbook of Research on Policies, Protocols, and Practices for Social Work in the Digital World - Advances in Public Policy and Administration ◽

10.4018/978-1-7998-7772-1.ch028 ◽

2021 ◽

pp. 508-522

Author(s):

Pelin Pekmezci ◽

Hülya Öztop

Keyword(s):

Adult Education ◽

Elderly People ◽

Environmental Conditions ◽

Behavior Management ◽

Review Of The Literature ◽

Management Skills ◽

Self Confidence ◽

Audiovisual Perception ◽

And Behavior ◽

Skills Education

Elderly education helps to prevent cognitive regression in the areas of memory, attention, audiovisual perception, language-usage ability, and behavior-management skills. Education provides elderly people with self-confidence and independence; it helps them more effectively cope with changing environmental conditions, increases their potential to contribute to society, and gives them opportunities to share their experiences with their and with individuals of younger generations. This study used a review of the literature to examine the place of elderly education within adult education by focusing on how resources are developed, as well as focusing on the development of a proper scope of these resources. Accordingly, this study aimed to determine the following: the extent to which elderly education is affected by social change, those factors to be considered while planning elderly education, and the areas and subjects in which elderly people need education.

Download Full-text

Treating Attention-Deficit Hyperactivity Disorder: Medication and Behavior Management Training

Pediatric Annals ◽

10.3928/0090-4481-19910501-09 ◽

1991 ◽

Vol 20 (5) ◽

pp. 256-266 ◽

Cited By ~ 5

Author(s):

Russell A Barkley ◽

Jerome V Murphy

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Attention Deficit ◽

Behavior Management ◽

Management Training ◽

Hyperactivity Disorder ◽

And Behavior

Download Full-text

Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools

Journal of Learning Disabilities ◽

10.1177/0022219420970194 ◽

2020 ◽

Vol 54 (1) ◽

pp. 36-53

Author(s):

Linda A. Reddy ◽

Adam Lekwa ◽

Elisa Shernoff

Keyword(s):

Special Education ◽

Elementary Schools ◽

Special Education Teachers ◽

Behavior Management ◽

Student Outcomes ◽

Management Practices ◽

Assessment System ◽

High Poverty ◽

Urban Elementary Schools ◽

And Behavior

Research that examines coaching approaches for special education teachers is very limited. This study, a secondary analysis of a wait-list controlled, randomized trial (106 teachers, 2,195 students, 18 schools), investigated the effects of a data-driven coaching that integrated observational assessment and performance feedback on general education (GE) versus special education (SE) teacher practices and student outcomes in high-poverty urban elementary schools. Coaches used observational data via the Classroom Strategies Assessment System to identify practice needs, set goals, create plans, and monitor progress toward goals. Prior to coaching, GE and SE teachers were observed using evidence-based instructional and behavior management practices; however, some practices were at rates lower than recommended by the research literature. Results suggest that goal selection and frequency and quality of practices were generally comparable between GE and SE teachers. However, SE teachers used 30% fewer behavior corrective feedback statements, on average, than GE teachers ( p = .04). Overall, the effect of the coaching intervention did not differ across GE and SE teachers; both had significantly improved instructional and behavior management practices and student outcomes when compared with teachers in the control condition. Limitations and future directions for research and practice are discussed.

Download Full-text