scholarly journals The Impact of Trauma on Learning

2019 ◽  
pp. 24-39
Author(s):  
Eileen A. Dombo ◽  
Christine Anlauf Sabatino
Keyword(s):  
Children And Adolescents ◽  
School Social Workers ◽  
Traumatic Experiences ◽  
Social Emotional ◽  
Behavioral Challenges ◽  
Hyperactivity Disorder ◽  
Abuse And Neglect ◽  
The Common ◽  
Health Disorders ◽  
The Impact

Research shows that children and adolescents who experience abuse and neglect have lower learning outcomes, higher rates of learning difficulties, and higher rates of mental health disorders and behavioral challenges than children without these traumatic experiences. Chapter 3 explores some of the common social, emotional, behavioral, and academic issues seen in children who experience trauma. Information to help school social workers with the process of differential diagnosis and differentiation among symptoms of posttraumatic stress disorder, attention deficit hyperactivity disorder, conduct disorder, and the cognitive and intellectual issues that require special education is provided. Information on epigenetics is also explored to connect the biological, psychological, and social domains in assessing children and adolescents.

How the Traumatic Experiences of Students Manifest in School Settings

2012 ◽  
pp. 23-36
Author(s):  
Ron Hertel ◽  
Mona M. Johnson
Keyword(s):  
Classroom Management ◽  
Traumatic Experiences ◽  
Classroom Behaviors ◽  
Social Emotional ◽  
School Settings ◽  
The Social ◽  
Strength Based ◽  
Professional Self ◽  
Core Practice ◽  
The Impact

The impact of trauma resonates in schools and can impair learning as well as cause challenging classroom behaviors. This chapter defines trauma as a response to adverse life experiences that can negatively affect physical, emotional, academic, and intellectual functioning. Specifically, it describes the impact of trauma on neurobiology and brain development, as well as academic, cognitive, behavioral, and social/emotional functioning. It also outlines practical, applicable strategies for addressing classroom management as well as six specific principles for educators who seek to support the social/emotional and academic development of students impacted by trauma. Professional self-care is also outlined as a vital core practice necessary to assist teachers in consistently approaching students from a strength-based perspective.

scholarly journals Management of mental health disorders and central nervous system sequelae in HIV-positive children and adolescents

2014 ◽  
Vol 15 (3) ◽  
pp. 81-96 ◽  
Author(s):  
R Nassen ◽  
K Donald ◽  
K Walker ◽  
S Paruk ◽  
M Vujovic ◽  
...  
Keyword(s):  
Mental Health ◽  
Central Nervous System ◽  
Nervous System ◽  
Mental Disorders ◽  
Children And Adolescents ◽  
Mental Health Disorders ◽  
Hiv Positive ◽  
Increased Risk ◽  
Health Disorders ◽  
The Impact

HIV-positive children and adolescents are at increased risk of both central nervous system (CNS) sequelae and mental disorders owing to a number of factors, including the impact of HIV infection on the brain, social determinants of health (e.g. poverty and orphanhood) and psychosocial stressors related to living with HIV. Every effort should be made to identify perinatally HIV-infected children and initiate them on antiretroviral therapy early in life. HIV clinicians should ideally screen for mental health and neurocognitive problems, as part of the routine monitoring of children attending antiretroviral clinics. This guideline is intended as a reference tool for HIV clinicians to support the early identification, screening and management of mental health disorders and/or CNS impairment in children and adolescents. This guideline covers mental disorders (section 1) and HIV-associated neurocognitive disorders (section 2) among children and adolescents.  

Effects on Social Support Networks: Exploring the Impact of Type and Severity of Abuse Experienced by Children and Adolescents

2015 ◽  
Vol 40 (3) ◽  
pp. 180-187 ◽  
Author(s):  
Felicity A. Quirk ◽  
Debra J. Rickwood
Keyword(s):  
Social Support ◽  
Social Network ◽  
Young People ◽  
Children And Adolescents ◽  
Child Protection ◽  
Support Networks ◽  
Social Support Networks ◽  
Abuse And Neglect ◽  
High Level ◽  
The Impact

The importance of social networks for young people who have experienced abuse and neglect remains an underdeveloped area of research and practice. The aim of the study was to investigate the relationship between abuse experienced by children and adolescents and subsequent outcomes on their social support networks. The study sample consisted of 85 clients (aged 8–15) of a service specifically for children reported to child protection due to child abuse and neglect. Abuse was measured using the Harm Consequences Assessment (HCA), which recorded the level of abuse experienced in five domains: Abandonment/No Appropriate Carer, Developmental and Medical Harm, Emotional and Psychological Harm, Physical Harm and Injury, and Sexual Harm. This also ranked abuse experienced in terms of severity: concerning, serious or extreme. Social network was measured using the Social Network Map. Analyses revealed a very high level of abuse for most young people across multiple domains. Social support was most evident in the “other family” category, and a relatively high level of perceived support was reported. There were few significant associations between levels of abuse and social support networks. However, one significant effect evident was for those young people who had not experienced developmental abuse who reported a significantly better network quality in work/school area of life than those who had experienced concerning or serious developmental abuse. This study contributes to an important body of emerging evidence on social support networks for children who have experienced maltreatment.

How the Traumatic Experiences of Students Manifest in School Settings

2020 ◽  
pp. 27-44
Author(s):  
Ron Hertel ◽  
Mona M. Johnson
Keyword(s):  
Brain Development ◽  
Cognitive Skills ◽  
Emotional Functioning ◽  
Point Of View ◽  
Traumatic Experiences ◽  
Evidence Based ◽  
Social Emotional ◽  
School Settings ◽  
Social Emotional Functioning ◽  
The Impact

Throughout their lifetimes, people can face challenges from toxic stress and trauma that influence their lives at any place, at any time. To be most effective, educators must understand the impact of trauma on neurobiology and brain development, academic and cognitive skills, behavior, and social-emotional functioning. They must learn to adapt the learning environment and strategies for instruction accordingly with these elements in mind. This chapter presents evidence-based and researched strategies that educators can employ to address the impact of trauma. From an educator’s point of view, the most helpful approach is twofold: firstly, an educator must be self-aware of his or her ability to manage his or her own challenges before, secondly, beginning to address challenges in the lives of students and their families.

Creating Trauma-Informed Schools

2019 ◽  
Author(s):  
Eileen A. Dombo ◽  
Christine Anlauf Sabatino
Keyword(s):  
Social Workers ◽  
Emotional Regulation ◽  
Current Knowledge ◽  
Traumatic Event ◽  
School Social Workers ◽  
Traumatic Experiences ◽  
Social And Emotional ◽  
Trauma Informed Care ◽  
Trauma Informed ◽  
The Impact

Creating Trauma-Informed Schools: A Guide for School Social Workers and Educators provides concrete skills and current knowledge about trauma-informed services in school settings. Children at all educational levels, from Early Head Start settings through high school, are vulnerable to abuse, neglect, bullying, violence in their homes and neighborhoods, and other traumatic experiences. Research shows that upward of 70% of children in schools report experiencing at least one traumatic event before age 16. The correlation between high rates of trauma exposure and poor academic performance has been established in the scholarly literature, as has the need for trauma-informed schools and communities. School social workers are on the front lines of service delivery through their work with children who face social and emotional struggles in the pursuit of education. They are in a prime position for preventing and addressing trauma, but there are scant resources for social workers to assist in the creation of trauma-informed schools. This book will provide an overview of the impact of trauma on children and adolescents, as well as interventions for direct practice and collaboration with teachers, families, and communities. Readers of this book will discover valuable resources and distinct examples of how to implement the ten principles of trauma-informed services in their schools to provide trauma-informed care to students grounded in the principles of safety, connection, and emotional regulation. They will also gain beneficial skills for self-care in their work.

Home direct-to-consumer telehealth solutions for children with mental health disorders and the impact of Covid-19

2021 ◽  
pp. 135910452110641
Author(s):  
Sierra Norman ◽  
Shireen Atabaki ◽  
Kathleen Atmore ◽  
Cara Biddle ◽  
Marc DiFazio ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Health Treatment ◽  
Mental Health Disorders ◽  
Autism Spectrum ◽  
Professional Services ◽  
Telemental Health ◽  
Hyperactivity Disorder ◽  
Direct To Consumer ◽  
Health Disorders ◽  
The Impact

Delivery of mental health treatment in the home can close gaps in care. Telehealth also provides access to healthcare that has been disrupted due to the COVID-19 pandemic. In 2016, a home direct-to-consumer telehealth program was initiated. Mental health encounters made up a significant portion of all telehealth encounters and COVID-19 had a significant impact on accelerating the utilization of telehealth. Telemental health has been more successful at meeting targeted volumes than the overall health system. Of all the mental health diagnoses before and during COVID-19, attention deficit hyperactivity disorder, Autism Spectrum Disorder, and Anxiety Disorder were most common. The direct-to-consumer telehealth program saved patients a significant amount of travel miles and associated time, based on data from the period before COVID-19. Payment reimbursement for direct-to-consumer telehealth professional services was similar to reimbursement for in-person visits. This program demonstrates direct-to-consumer telehealth is a feasible and acceptable care modality for a variety of youth mental health disorders.

The impact of a model-based clinical regional registry for attention-deficit hyperactivity disorder

2016 ◽  
Vol 23 (3) ◽  
pp. 159-169 ◽  
Author(s):  
Michele Zanetti ◽  
Massimo Cartabia ◽  
Anna Didoni ◽  
Filomena Fortinguerra ◽  
Laura Reale ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Children And Adolescents ◽  
Attention Deficit ◽  
Clinical Care ◽  
Case Report Form ◽  
Lombardy Region ◽  
Hyperactivity Disorder ◽  
Model Based ◽  
The Impact ◽  
Pathways Of Care

This article describes the development and clinical impact of the Italian Regional ADHD Registry, aimed at collecting and monitoring diagnostic and therapeutic pathways of care for attention-deficit hyperactivity disorder children and adolescents, launched by the Italian Lombardy Region in June 2011. In particular, the model-based software used to run the registry and manage clinical care data acquisition and monitoring, is described. This software was developed using the PROSAFE programme, which is already used for data collection in many Italian intensive care units, as a stand-alone interface case report form. The use of the attention-deficit hyperactivity disorder regional registry led to an increase in the appropriateness of the clinical management of all patients included in the registry, proving to be an important instrument in ensuring an appropriate healthcare strategy for children and adolescents with attention-deficit/hyperactivity disorder.

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