Implementing a School-Based, Trauma-Informed Resilience Curriculum for Parents

2021 ◽  
pp. 1-11
Author(s):  
Eric H. Fein ◽  
Sheryl Kataoka ◽  
Hilary Aralis ◽  
Patricia Lester ◽  
Lauren Marlotte ◽  
...  
Keyword(s):  
School Based ◽  
Trauma Informed

scholarly journals Multilevel Barriers and Facilitators to Sustainability of a Universal Trauma-Informed School-Based Mental Health Intervention Following an Efficacy Trial: A Qualitative Study

2021 ◽  
Author(s):  
Kimberly T. Arnold ◽  
Keshia M. Pollack Porter ◽  
Shannon Frattaroli ◽  
Rachel E. Durham ◽  
Laura K. Clary ◽  
...  
Keyword(s):  
Mental Health ◽  
Qualitative Study ◽  
Health Intervention ◽  
Barriers And Facilitators ◽  
Mental Health Intervention ◽  
Efficacy Trial ◽  
School Based ◽  
Trauma Informed

Incorporating Trauma-Informed Care Into School-Based Programs

2017 ◽  
Vol 87 (12) ◽  
pp. 958-967 ◽  
Author(s):  
Sandra L. Martin ◽  
Olivia Silber Ashley ◽  
LeBretia White ◽  
Sarah Axelson ◽  
Marc Clark ◽  
...  
Keyword(s):  
School Based ◽  
Trauma Informed Care ◽  
Trauma Informed

scholarly journals Trauma-Informed Practices in Schools Across Two Decades: An Interdisciplinary Review of Research

2019 ◽  
Vol 43 (1) ◽  
pp. 422-452 ◽  
Author(s):  
M. Shelley Thomas ◽  
Shantel Crosby ◽  
Judi Vanderhaar
Keyword(s):  
Teacher Education ◽  
School Climate ◽  
Teaching Practice ◽  
Teacher Practice ◽  
Systems Of Care ◽  
Preservice Teacher Education ◽  
Empirical Work ◽  
School Based ◽  
Trauma Informed Care ◽  
Trauma Informed

Attention to childhood trauma and the need for trauma-informed care has contributed to the emerging discourse in schools related to teaching practices, school climate, and the delivery of trauma-related in-service and preservice teacher education. However, though trauma-informed systems of care include schools, empirical work informing trauma-informed teaching and teacher education that is reflected back to those audiences is less established. This interdisciplinary overview and synthesis of literature examined interventions used in schools to determine the dominant framework used for promoting and practicing trauma-informed care in schools and the effectiveness of school-based supports for trauma-affected youth to identify implications for changing teaching practice. While multiple disciplines conduct research using different methodologies examining trauma-informed practices in schools, educators are underexamined in this work. Additionally, education researchers began engaging in research on trauma-informed practices in schools more recently, and as such, research emanating from education researchers comprises a small portion of this review. Drawing across the work, we offer recommendations for a more robust, interdisciplinary research agenda with the intentional purpose to change teacher practice.

A review of school trauma-informed practice for Aboriginal and Torres Strait Islander children and youth

2020 ◽  
Vol 37 (1) ◽  
pp. 39-46 ◽  
Author(s):  
Jenna Miller ◽  
Emily Berger
Keyword(s):  
Torres Strait Islander ◽  
Children And Young People ◽  
School Based ◽  
School Programs ◽  
Trauma Informed ◽  
School Based Interventions ◽  
Torres Strait ◽  
Trauma Informed Practice ◽  
Key Aspects ◽  
Historical Issues

AbstractAboriginal and Torres Strait Islander people in Australia are especially vulnerable to traumatic and discriminatory experiences. However, limited literature and research has implemented and evaluated school-based interventions designed to assist Aboriginal and Torres Strait Islander children and young people to overcome their adversity and achieve their potential at school. This article reviews the literature and frameworks on school programs designed for Aboriginal and Torres Strait Islander students who have experienced trauma. The key aspects of trauma-informed programs in schools for Aboriginal and Torres Strait Islander students is explored and recommendations made for further research and greater acknowledgement of cultural and historical issues for Aboriginal and Torres Strait Islander students when implementing culturally informed and trauma-informed practices in schools.

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.

Coherent school improvement: Integrating outcomes-based assessment and trauma-informed practice

2020 ◽  
pp. 136548022095364
Author(s):  
C. Allison Reierson ◽  
Stephen R. Becker
Keyword(s):  
Student Achievement ◽  
School Districts ◽  
School Improvement ◽  
Literature Review ◽  
Central Question ◽  
School Based ◽  
Organizational Activity ◽  
Trauma Informed ◽  
Trauma Informed Practice ◽  
School Improvement Initiatives

This literature review tests a framework for coherent implementation of school improvement initiatives. Often in education, initiatives are introduced as disparate, isolated approaches towards improved student learning. As a result, teachers, school-based administration and school districts frequently change their focus, contributing to fragmentation, stagnation and initiative fatigue. Robinson et al. offer ‘five domains of organizational activity’ as key areas of focus for coherent school improvement. We investigate application of Robinson et al.’s five domains to two seemingly disparate school improvement initiatives: outcomes-based assessment (OBA) and trauma-informed practice (TIP) as both represent significant areas of focus in our context. We construct our literature review around the central question: Can two divergent aspects of school improvement: outcomes-based assessment and trauma-informed practice, be aligned through Robinson et al.’s five domains, to coherently support their integration in schools? We found that Robinson et al.’s five domains were a useful tool for alignment of these diverse initiatives and were able to extrapolate beyond application to OBA and TIP, to other school improvement initiatives. Coherence benefits administration, teachers, and most importantly, promotes student achievement. When all elements of school improvement are part of a cohesive whole, all members the school community are better able to understand their role in driving student achievement.

scholarly journals Factors that Influenced Adoption of a School-Based Trauma-Informed Universal Mental Health Intervention

2020 ◽  
Vol 21 (8) ◽  
pp. 1081-1092 ◽  
Author(s):  
Kimberly T. Arnold ◽  
Keshia M. Pollack Porter ◽  
Shannon Frattaroli ◽  
Rachel E. Durham ◽  
Kristin Mmari ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Intervention ◽  
Mental Health Intervention ◽  
School Based ◽  
Trauma Informed

Trauma-Informed Methods to Enhance School-Based Bullying Prevention Initiatives: An Emerging Model

2015 ◽  
Vol 24 (1) ◽  
pp. 20-40 ◽  
Author(s):  
Lisa V. Blitz ◽  
Youjung Lee
Keyword(s):  
Bullying Prevention ◽  
School Based ◽  
Trauma Informed

scholarly journals Brief report: Moving prevention into schools: The impact of a trauma-informed school-based intervention

2015 ◽  
Vol 43 ◽  
pp. 142-147 ◽  
Author(s):  
Tamar Mendelson ◽  
S. Darius Tandon ◽  
Lindsey O'Brennan ◽  
Philip J. Leaf ◽  
Nicholas S. Ialongo
Keyword(s):  
School Based Intervention ◽  
School Based ◽  
Trauma Informed ◽  
The Impact
Sign in / Sign up

Export Citation Format

Share Document