Clinical Interventions in Problem-Solving Courts

2019 ◽  
pp. 33-49
Author(s):  
David DeMatteo ◽  
Kirk Heilbrun ◽  
Alice Thornewill ◽  
Shelby Arnold
Keyword(s):  
Problem Solving ◽  
Behavioral Interventions ◽  
Evidence Based ◽  
Therapeutic Communities ◽  
Evidence Based Practices ◽  
Clinical Interventions ◽  
Trauma Informed Care ◽  
Problem Solving Courts ◽  
Trauma Informed ◽  
Assessment Procedures

This chapter focuses on the clinical interventions most commonly delivered in problem-solving courts. The chapter begins with a discussion of the Risk-Needs-Responsivity Model, which provides a foundational context for the interventions used in problem-solving courts and highlights the importance of targeting offender needs—criminogenic needs—related to key outcomes (e.g., reduced recidivism, reduced relapse to drug use). The authors then discuss the various screening and risk assessment procedures used to admit offenders to problem-solving courts, the clinical interventions used in problem-solving courts (e.g., cognitive-behavioral interventions, 12-step programs, therapeutic communities, case management, trauma-informed care), and the use of evidence-based practices in problem-solving courts. The authors note the role of problem-solving courts as a watchdog for service provision and conclude with a section discussing “next steps” for expanding evidence-based interventions in problem-solving courts.

Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework

2021 ◽  
pp. 109830072110510
Author(s):  
Rhonda N. T. Nese ◽  
Angus Kittelman ◽  
M. Kathleen Strickland-Cohen ◽  
Kent McIntosh
Keyword(s):  
Behavioral Interventions ◽  
Data Use ◽  
Future Research ◽  
Evidence Based ◽  
Tier 2 ◽  
Behavior Support ◽  
Evidence Based Practices ◽  
Research And Practice ◽  
Positive Behavioral Interventions ◽  
Core Feature

One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implications of those results for future research and practice in applied settings.

Overview of Integrative Family and Systems Treatment (I-FAST)

2020 ◽  
pp. 49-70
Author(s):  
David R. Grove ◽  
Gilbert J. Greene ◽  
Mo Yee Lee
Keyword(s):  
Goal Setting ◽  
Trauma Treatment ◽  
Evidence Based ◽  
Family Assessment ◽  
Culturally Competent ◽  
Detailed Case ◽  
Trauma Informed Care ◽  
Trauma Informed

This chapter outlines integrative family and systems treatment (I-FAST). Theoretical and philosophical perspectives in which I-FAST is organized around are described. Treatment steps are outlined. Family assessment and goal setting procedures are described. How these procedures are used for in-session and between-session tasks, framing and reframing, and the use of questions as intervention procedures within I-FAST are described. The chapter also discusses how to integrate intervention procedures from any evidence-based trauma treatment into I-FAST and how I-FAST is culturally competent and consistent with trauma-informed care is discussed. Finally, a detailed case example showing the application of I-FAST is offered.

Using the PBIS Framework to Meet the Mental Health Needs of Youth in Juvenile Justice Facilities

2020 ◽  
Vol 41 (2) ◽  
pp. 80-87 ◽  
Author(s):  
Skip Kumm ◽  
Sarup R. Mathur ◽  
Michelle Cassavaugh ◽  
Erin Butts
Keyword(s):  
Mental Health ◽  
Juvenile Justice ◽  
Behavioral Interventions ◽  
Health Needs ◽  
Mental Health Needs ◽  
Mental Health Agencies ◽  
Positive Behavioral Interventions ◽  
Trauma Informed Care ◽  
Health Agencies ◽  
Trauma Informed

Youth in juvenile justice facilities may experience symptoms of mental health disorders and trauma at a higher rate than their normative peers. As a result, juvenile justice facilities have become de facto mental health agencies, resulting in an increased need to provide interventions that can meet the various needs of their residents. Embedding mental health and trauma-informed care into tiered facility-wide positive behavioral interventions and supports (FW-PBIS) is an emerging practice to meet a multitude of youth mental health symptoms. In this article, we provide examples of how mental health and trauma-informed care can be interwoven into an FW-PBIS framework by using a data-based decision-making process to guide the implementation of tiered evidence-based interventions, and we offer implications for practice and research.

Evaluating Trauma-Informed School Social Work

2019 ◽  
pp. 90-100
Author(s):  
Eileen A. Dombo ◽  
Christine Anlauf Sabatino
Keyword(s):  
Social Work ◽  
Learning Environments ◽  
School Environment ◽  
School Administrators ◽  
School Social Workers ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
School Settings ◽  
Empirically Supported ◽  
Trauma Informed

Most school administrators and teachers agree that they want to create learning environments that are safe for all children. However, recognizing that some dynamics within the school environment can feel unsafe to children who have experienced trauma, and changing them, is another matter. Uniform standards for creating trauma-informed environments and metrics for evaluating their success are currently lacking in the fields of education and social work. Chapter 8 provides a program evaluation strategy for trauma-informed school social workers to utilize in determining the success of their programs and to adapt programs as needed based on outcomes. The aim is to build and expand the literature on empirically supported and evidence-based practices in school settings. Logic models are presented, and resources for evaluating trauma-informed schools are provided.

scholarly journals Community ECHO (Extension for Community Healthcare Outcomes) Project Promotes Cross-Sector Collaboration and Evidence-Based Trauma-Informed Care

2021 ◽  
Author(s):  
Christina A Buysse ◽  
Barbara Bentley ◽  
Linda G Baer ◽  
Heidi M Feldman
Keyword(s):  
Best Practices ◽  
Communication Networks ◽  
Workforce Development ◽  
Low Income ◽  
Pediatric Care ◽  
Evidence Based ◽  
Healthcare Outcomes ◽  
Community Healthcare ◽  
Trauma Informed Care ◽  
Trauma Informed

Background Adverse Childhood Experiences (ACEs) are traumatic events that occur before age 18 years. ACEs, associated with negative health behaviors and chronic health disorders, disproportionately impact people from poor and marginalized communities. Toxic stress from ACEs can be prevented and treated with trauma-informed care. Inadequate training prevents the maternal and child workforce from providing evidence-based trauma-informed care. Cross-sector collaboration between pediatric care sectors is crucial to providing systems-wide trauma-informed care, but significant barriers impede cross sector communication. Training and formal cross-sector communication networks are needed to create strong systems of trauma-informed care in communities. The Stanford ACEs Aware ECHO (Extension for Community Healthcare Outcomes) program was created with 3 workforce development goals: 1) introduce the California Office of Surgeon General-led ACEs Aware Initiative to the maternal and child health workforce in 3 California counties, 2) disseminate trauma-informed evidence-based best practices, 3) bridge community silos to increase collaboration between care sectors to promote trauma-informed care systems. Methods Participants were recruited from Federally Qualified Health Centers, county public health departments, community behavioral health organizations, educational institutions, and agencies that serve low-income children and families. 100 unique participants representing 3 counties and 54 agencies joined sessions. Twelve virtual educational sessions were convened over 6 months using the Project ECHO model via Zoom technology. Sessions consisted of didactic lectures and whole-group case-based discussions. Results After completing the educational series, participants expressed commitment to increased cross-sector collaboration, and reported increased knowledge and confidence in using trauma-informed skills. After participation, a significant number of participants had also completed another recommended California ACEs Aware Initiative online training. Conclusion An ECHO series of virtual workforce development sessions on trauma-informed best practices promoted cross-sector communication and was associated with strong participant engagement and satisfaction. The educational series increased knowledge and confidence in use of evidence-based trauma-informed best practices.

The Evolution of Trauma-Informed Schools

2020 ◽  
pp. 3-26
Author(s):  
Kathryn Simon ◽  
Sidonia E. Compton ◽  
Stacy Overstreet
Keyword(s):  
Empirical Research ◽  
Childhood Trauma ◽  
Implementation Strategies ◽  
Evidence Based ◽  
State Legislation ◽  
Evidence Based Practices ◽  
School Settings ◽  
The Core ◽  
Trauma Informed

Growing evidence establishing the prevalence and educational consequences of childhood trauma has led to a national focus on equipping schools to support the specific needs of students who have experienced trauma. As the trauma-informed schools movement gains momentum, educators, policymakers, and researchers are collaborating to identify the key components of trauma-informed schools, evaluate the effectiveness of varied approaches, and translate trauma-informed policies into practices that are sustainable within school settings. The first goal of this introductory chapter is to provide an overview of some of the factors fueling the growth of trauma-informed schools. The discussion highlights recent national and state legislation that has led to changes in policy and practices supporting trauma-informed approaches in schools and summarizes key advances in empirical research supporting the development of implementation strategies and evidence-based practices essential to the sustainment of trauma-informed schools. The second goal of the chapter is to summarize the core implementation elements required to establish trauma-informed schools. While describing the variety of frameworks available to establish trauma-informed schools, the authors identify cross-cutting assumptions of the varied approaches as well as key implementation elements critical for the development and sustainment of trauma-informed schools.

An analysis of teacher perceived barriers to the implementation of evidence-based practices

2019 ◽  
Vol 43 (1) ◽  
pp. 5-13
Author(s):  
John J. Wheeler ◽  
Stacy L. Carter ◽  
Samuel E. Smith
Keyword(s):  
Behavioral Interventions ◽  
Qualitative Evaluation ◽  
The United States ◽  
Perceived Barriers ◽  
Evidence Based ◽  
Implementation Barriers ◽  
Evidence Based Practices ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Widespread Implementation

Evidence-based practices in the field of special education within the United States has been well defined in the literature yet challenges persist with the widespread implementation of these practices within school settings. There are many factors that can negatively influence the portability of these practices in classroom settings that remain unaddressed in the literature. The results of a qualitative evaluation aimed at determining teacher’s perspectives on barriers to implementing evidence-based procedures in the area of positive behavioral interventions and supports (PBIS) are described. Data analysis revealed several highly pertinent barriers that teachers face in their attempts to implement evidence-based practices in the classroom. Recommendations for minimizing these implementation barriers are discussed.

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