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 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.

Management of indiscipline among secondary school students in Ilembe District, KwaZulu-Natal, South Africa

2020 ◽  
Vol 9 (4) ◽  
pp. 139-156
Author(s):  
Ntombizandile Gcelu ◽  
◽  
Amy Sarah Padayachee ◽  
Sekitla Daniel Makhasane
Keyword(s):  
Secondary Schools ◽  
South African ◽  
School Administrators ◽  
Code Of Conduct ◽  
Structured Interview ◽  
School Students ◽  
Whole School ◽  
Kwazulu Natal ◽  
Whole School Approach ◽  
Meaningful Relationships

South African schools are faced with a serious problem of indiscipline. The available literature reveals that despite the efforts of school administrators and teachers to instil discipline among learners, indiscipline still abounds to the extent of getting out of hand. Based on the intention of this study, a qualitative study was adopted. A qualitative-based study underpinned by the interpretive research paradigm was employed to explore the perspectives of educators in their collaborative roles in managing discipline. The sample comprised twelve educators who were purposively selected from four secondary schools in the Ilembe District, KwaZulu-Natal. A semi-structured interview schedule was used to collect the data. The findings revealed that educators should apply the school code of conduct as a whole-school approach to managing discipline to create meaningful relationships with parents as stakeholders and communicate expected behaviours with learners. It is recommended that in implementing strategies to manage discipline, learners, educators, school managers and the school governing boards of all schools should take a collaborative approach to the management of discipline in secondary schools

scholarly journals Schooled in democracy? Promoting democratic values as a whole-school approach to violence prevention

2011 ◽  
Vol 13 (3) ◽  
pp. 205-217 ◽  
Author(s):  
Amanda Holt ◽  
Denise Martin ◽  
Carol Hayden ◽  
Claire Nee
Keyword(s):  
Violence Prevention ◽  
Democratic Values ◽  
Whole School ◽  
Whole School Approach

scholarly journals Where has all the chocolate gone? A national survey assesses the effects of recent legislation to improve the nutritional quality of English secondary-school vending

2011 ◽  
Vol 14 (8) ◽  
pp. 1394-1402 ◽  
Author(s):  
Anne Matthews ◽  
Michael Nelson ◽  
Asha Kaur ◽  
Mike Rayner ◽  
Paul Kelly ◽  
...  
Keyword(s):  
Secondary School ◽  
School Food ◽  
Whole School ◽  
Inventory Survey ◽  
Whole School Approach ◽  
The Uk ◽  
Almost All ◽  
Government Legislation ◽  
Academic Year

AbstractObjectiveObesity levels are rising in almost all parts of the world, including the UK. School food offers children in Great Britain between 25 % and 33 % of their total daily energy, with vending typically offering products high in fat, salt or sugar. Government legislation of 2007 to improve the quality of school food now restricts what English schools can vend. In assessing the effect of this legislation on the quality of English secondary-school vending provision, the response of schools to these effects is explored through qualitative data.DesignA longitudinal postal and visit-based inventory survey of schools collected vending data during the academic year 2006–2007 (pre-legislation), 2007–2008 and 2008–2009 (both post-legislation). Interviews with school staff explored issues of compliance. Product categorisation and analysis were carried out by product type, nutrient profiling and by categories of foods allowed or prohibited by the legislation.SettingEnglish secondary schools.SubjectsA representative sample of 279 schools including sixty-two researcher-visited inventory schools participated in the research.ResultsSchool vending seems to have moved towards compliance with the new standards – now drinks vending predominates and is largely compliant, whereas food vending is significantly reduced and is mostly non-compliant. Sixth form vending takes a disproportionate share of non-compliance. Vending has declined overall, as some schools now perceive food vending as uneconomic. Schools adopting a ‘whole-school’ approach appeared the most successful in implementing the new standards.ConclusionsGovernment legislation has achieved significant change towards improving the quality of English school vending, with the unintended consequence of reducing provision.

scholarly journals A Transactional, Whole-School Approach to Resilience

2021 ◽  
pp. 220-231
Author(s):  
Carmel Cefai
Keyword(s):  
Research Evidence ◽  
Social Contexts ◽  
Ecological Perspective ◽  
Educational Systems ◽  
Multiple Systems ◽  
Whole School ◽  
Resilience Framework ◽  
Whole School Approach ◽  
The Individual ◽  
The Waves

In contrast to the earlier understandings of resilience for the select, invulnerable few, an ecological perspective provides the opportunity for all children to develop resilience given resilience-enhancing, protective social contexts. In this chapter, the author explores a transactional-ecological perspective of resilience in the context of educational systems, underlining the limitations of an overreliance on the individual in resilience building. The chapter presents a transactional, whole-school, resilience framework for educational systems informed by the research evidence, focusing on both curricular competence-building and contextual processes across multiple systems. The chapter concludes with an illustration of a recent resilience program, RESCUR Surfing the Waves, informed by this approach.

scholarly journals Implementing trauma-informed care through social innovation in child welfare residential treatment centres serving elementary school children

2020 ◽  
Vol 7 (1) ◽  
pp. 222-232
Author(s):  
Denise Brend ◽  
Nicolas Fréchette ◽  
Arnaud Milord-Nadon ◽  
Tim Harbinson ◽  
Delphine Collin-Vezina
Keyword(s):  
Child Welfare ◽  
Residential Treatment ◽  
Complex Trauma ◽  
Social Innovation ◽  
Task Force ◽  
Self Regulation ◽  
Well Being ◽  
Worker Attitudes ◽  
Trauma Informed Care ◽  
Trauma Informed

Objectives: This article presents the theoretical basis, initial deployment strategies, and resulting preliminary findings of a program implemented in residential treatment centres (RCs) in child welfare. “Program Penguin” aimed to help workers develop trauma-informed attitudes and implement trauma-informed practices, make the workplace more responsive to the well-being of RC workers, and reduce the use of restraints and seclusion among school-aged children in RCs. Methods: Informed by the theories of complex trauma (National Child Traumatic Stress Network Complex Trauma Task Force, 2003), polyvicitimization (Finkelhor et al., 2007), Attachment, Self-Regulation and Competency (ARC; Blaustein & Kinniburgh, 2018) and Positive Behavioural Interventions and Supports (PBIS; Sugai & Horner, 2002), Program Penguin was developed and deployed using the social innovation approach (Fixsen et al. 2005). The key stages of social innovation will here be used to describe the implementation process. Results: Changes in practices were observed, RC worker attitudes towards trauma-informed care were assessed and showed strong effects between multiple covariables. RC worker support needs were identified, and a reduction in the use of restraints and seclusions was shown. Key strategies towards the development and maintenance of buy-in and meaningful change in practices are also described. Implications: Changes observed at all levels of this implementation suggest Programme Penguin is a promising approach, despite local issues that arose and the challenges inherent to program deployment within child protection settings. It appears a trauma-informed program using positive behavioural approaches and leveraging existing organizational strengths may impact intervention strategies, worker attitudes, and the use of restraints and seclusions against children in RCs.

scholarly journals Upaya Mengatasi Bullying di Sekolah Dasar dengan Mensinergikan Program Sekolah dan Parenting Program melalui Whole-School Approach

2019 ◽  
Vol 2 (2) ◽  
pp. 49-60
Author(s):  
Fery Muhamad Firdaus
Keyword(s):  
Elementary Schools ◽  
Parenting Program ◽  
Parenting Programs ◽  
Good Relationship ◽  
Whole School ◽  
School Committee ◽  
School Programs ◽  
The World ◽  
Whole School Approach ◽  
Teachers And Parents

Bullying is one of the phenomena that often arises in the world of education, including education in elementary schools, where this behavior is aggressive behavior that hurts others, both physically and psychologically. This bulliying problem needs to be addressed by schools through school programs that synergize with parenting programs through the whole-school approach. Therefore, there is a need for cooperation between schools, teachers and parents in overcoming this bulliying problem. The efforts that can be done by schools in synergizing school programs with parenting programs through the whole-school approach are as follows: (1) Activating the school committee which is a representative of the students' parents to design and implement collaboratively about the agreed school programs together, so regular meetings must be held. (2) Conducting a model teacher activity, where the teacher's representative simulates the learning process that is normally carried out so that parents can adjust teaching at home with at school. (3) Carry out activities between the school parties, students and parents of students so that there is a good relationship between various parties such as tourism activities, outbound and others.

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