Creating Safe Environments for Traumatized Children in Schools

2019 ◽  
pp. 40-57
Author(s):  
Eileen A. Dombo ◽  
Christine Anlauf Sabatino
Keyword(s):  
Risk Factors ◽  
School Environment ◽  
Traumatic Events ◽  
Childhood And Adolescence ◽  
Behavioral Regulation ◽  
Social Emotional ◽  
Traumatized Children ◽  
Early Risk ◽  
Trauma Informed ◽  
Bullying Behavior

Exposure to traumatic events in childhood and adolescence can have lasting negative social, emotional, and educational effects. For schools, or any environment that serves children, to be truly trauma-informed, they must address three crucial areas: safety, connection, and emotional and behavioral regulation. Chapter 4 explores these three areas as the foundational pillars of a trauma-informed structure. Each area is explored, along with examples of how they can be created in a school environment. Concrete examples of safe behavior are provided, as are examples of classroom triggers and guidance for helping children regulate emotions in the classroom. Finally, key information on identifying early risk factors for bullying behavior is included.

Traumatic events in chilhood and psychosis in adult life: A descriptive study

2011 ◽  
Vol 26 (S2) ◽  
pp. 541-541
Author(s):  
M. Harto ◽  
A. Tatay ◽  
C. Almonacid ◽  
A. Castillo ◽  
M. Lloret ◽  
...  
Keyword(s):  
School Environment ◽  
Traumatic Event ◽  
Paranoid Schizophrenia ◽  
Psychiatric Inpatient ◽  
Traumatic Events ◽  
Adult Life ◽  
Descriptive Study ◽  
Mental Illnesses ◽  
Childhood And Adolescence ◽  
History Of

IntroductionThere is a growing interest in establishing a relationship between several mental disorders and traumatic life events in childhood and adolescence.It has been seen a high prevalence of these traumatic events when reviewing the clinical history of patients with mental illness.AimsMeasuring the prevalence of traumatic events in a sample of patients with a diagnosis of psychotic disorder.MethodologyA retrospective descriptive study was made. The sample comprised 50 patients admitted to our psychiatric inpatient unit. These patients were separated into different categories according to clinical diagnosis and demographic variables. Data was obtained through clinical interview before their hospital discharge. We tried to detect the presence or absence of real or imaginary memories of traumatic events during their childhood or adolescence.Results52% of patients had a diagnosis of paranoid schizophrenia. 64% reported a history of substance abuse in their family. 20% referred the experience of having suffered sexual abuse by a member of their family, and up to 44% of them by someone other than family. 22% reported having suffered some kind of physical abuse by their parents, and more than 70% reported having suffered some type of traumatic event in the school environment.ConclusionsThere is an important amount of traumatic events in childhood and adolescence in this sample of patients. However, concluding that such traumatic events could eventually produce severe psychiatric disorders is still quite controversial. In order to understand better the association between childhood trauma and severe mental illnesses more research is needed.

scholarly journals ‘What Kind of Education System are We Offering’: The Views of Education Professionals on School Refusal

2021 ◽  
Vol 10 (1) ◽  
pp. 27
Author(s):  
Roisin Devenney ◽  
Catriona O'Toole
Keyword(s):  
Young People ◽  
School Environment ◽  
Economic Status ◽  
School Refusal ◽  
Future Research ◽  
Complex Nature ◽  
Social Emotional ◽  
Childhood Experiences ◽  
Education Professionals ◽  
Trauma Informed

In recent years, there has been a growing concern about the issue of school refusal, particularly given the adverse effects on young people’s social, emotional and educational development. School refusal is understood differently within contemporary literature; as a symptom of an underlying mental illness or disorder, or alternatively, as a signal that all is not well in the young person’s world. These varying construal’s have important implications for education responses to school refusal.  This study explores education professionals' views and experiences of school refusal within second level schools in Ireland. The findings from seventeen in-depth interviews highlight the complex nature of school refusal and unique challenges it presents for professionals, young people and parents.  Key themes include emotional and psychological distress experienced by young people and their exposure to adverse childhood experiences and trauma; the influence of family socio economic status and unequal access to support services and resources; the pressures for academic achievement and resulting conflictual relationships within the school environment and between home and school.  This study highlights the need for trauma-informed approaches in schools and urges future research to consider school refusal within wider debates on social justice and the goals and purposes of education. 

scholarly journals Influence of physical activity and postural habits in schoolchildren with scoliosis

2021 ◽  
Vol 79 (1) ◽  
Author(s):  
Sanderson José Costa de Assis ◽  
Geronimo José Bouzas Sanchis ◽  
Clécio Gabriel de Souza ◽  
Angelo Giuseppe Roncalli
Keyword(s):  
Physical Activity ◽  
Risk Factors ◽  
Logistic Regression ◽  
School Environment ◽  
Activity Index ◽  
Conditional Logistic Regression ◽  
Outcome Variable ◽  
Bivariate Analysis ◽  
Childhood And Adolescence ◽  
Retrospective Case

Abstract Background Scoliosis is considered one of the main musculoskeletal changes in childhood, and is characterized by three-dimensional changes in the spine. Schoolchildren is a group who are directly exposed to this condition because they go through a rapid growth phase in adolescence, added to other external factors such as school environment and daily living habits such as little physical activity. This study aimed to identify the risk factors associated with scoliosis in schoolchildren. Methods An observational, retrospective case control study with a quantitative approach was carried out in the city of Santa Cruz/RN. The presence of scoliosis was assessed using the Adams test and physical activity by the Daily Physical Activity Index (IPAQ) and by a questionnaire on competitive sports practice, in addition to a questionnaire on postural habits in childhood and adolescence. Conditional multiple logistic regression was performed for statistical analysis, and the adjusted Odds Ratios (OR) and the respective confidence intervals (95%) of the outcome variable were estimated. Results A total of 156 schoolchildren participated in the study, with an average age of 13.9 years, with 55.1% being female and 44.9% male, attending between the 6th grade of elementary school and the 3rd year of high school. Furthermore, 42.9% of these participants were considered irregularly active and only 33.3% practiced physical activity on a regular basis. After bivariate analysis and conditional logistic regression, little physical activity was shown to be a risk factor for scoliosis (p = 0.041; OR: 2.81; 95% CI: 1.04–7.57), while the postural habits evaluated in this study did not show a statistical association with scoliosis. Conclusion Low practice of physical activity and schoolchildren being classified as irregularly active were considered as risk factors for scoliosis, however postural habits do not seem to be associated with this condition.

The pathway to special education: The role of early risk factors in disability identification

2014 ◽  
Author(s):  
Whitney A. Leboeuf ◽  
Benjamin Brumley ◽  
John W. Fantuzzo ◽  
Cody A. Hostutler
Keyword(s):  
Risk Factors ◽  
Special Education ◽  
Early Risk ◽  
Early Risk Factors ◽  
Disability Identification

scholarly journals Early Risk Factors for Obesity in the First 1000 Days—Relationship with Body Fat and BMI at 2 Years

2021 ◽  
Vol 18 (15) ◽  
pp. 8179
Author(s):  
Mercedes Díaz-Rodríguez ◽  
Celia Pérez-Muñoz ◽  
Jesús Carretero-Bravo ◽  
Catalina Ruíz-Ruíz ◽  
Manuel Serrano-Santamaría ◽  
...  
Keyword(s):  
Risk Factors ◽  
Weight Gain ◽  
Body Fat ◽  
Early Pregnancy ◽  
Body Fat Percentage ◽  
Z Score ◽  
Fat Percentage ◽  
Early Risk ◽  
Early Risk Factors ◽  
Increased Risk

(1) Background: Obesity is defined as an excessive accumulation of body fat. Several early developmental factors have been identified which are associated with an increased risk of childhood obesity and increased adiposity in childhood. The primary objective of the present study is to analyse the effect of various early risk factors on Body Mass Index (BMI) and body fat percentage at 2 years of age. (2) Methods: A prospective cohort study design was used, with the sample consisting of 109 mother-child pairs from whom data were collected between early pregnancy and 2 years old. Adiposity was determined based on skinfold measurements using the Brooks and Siri formulae. Mean comparison tests (Student’s t-test and ANOVAs) and multiple linear regression models were used to analyse the relationship between early programming factors and dependent variables. (3) Results: Maternal excess weight during early pregnancy (β = 0.203, p = 0.026), gestational smoking (β = 0.192, p = 0.036), and accelerated weight gain in the first 2 years (β = − 0.269, p = 0.004) were significantly associated with high body fat percentage. Pre-pregnancy BMI and accelerated weight gain in the first 2 years were associated with high BMI z-score (β = 0.174, p = 0.047 and β = 0.417, p = 0.000 respectively). The cumulative effect of these variables resulted in high values compared to the baseline zero-factor group, with significant differences in BMI z-score (F = 8.640, p = 0.000) and body fat percentage (F = 5.402, p = 0.002) when three factors were present. (4) Conclusions: The presence of several early risk factors related to obesity in infancy was significantly associated with higher BMI z-score and body fat percentage at 2 years of age. The presence of more than one of these variables was also associated with higher adiposity at 2 years of age. Early prevention strategies should address as many of these factors as possible.

Early risk factors for encephalopathic transformation in children with benign childhood epilepsy with centrotemporal spikes

2021 ◽  
Vol 43 (4) ◽  
pp. 603-604
Author(s):  
Adi Porat Rein ◽  
Uri Kramer ◽  
Moran Hausman Kedem ◽  
Aviva Fattal-Valevski ◽  
Alexis Mitelpunkt
Keyword(s):  
Risk Factors ◽  
Childhood Epilepsy ◽  
Early Risk ◽  
Early Risk Factors

CONCORDANCE RATES AND EARLY RISK FACTORS IN SCHIZOPHRENIA; A TWIN STUDY

2010 ◽  
Vol 117 (2-3) ◽  
pp. 199
Author(s):  
Rikke Hilker ◽  
Birgitte Fagerlund ◽  
Merete Nordentoft ◽  
Birte Glenthøj
Keyword(s):  
Risk Factors ◽  
Twin Study ◽  
Early Risk ◽  
Early Risk Factors

scholarly journals Applying a Trauma Informed School Systems Approach: Examples from School Community-Academic Partnerships

2018 ◽  
Vol 28 (Supp) ◽  
pp. 417-426 ◽  
Author(s):  
Sheryl H. Kataoka ◽  
Pamela Vona ◽  
Alejandra Acuna ◽  
Lisa Jaycox ◽  
Pia Escudero ◽  
...  
Keyword(s):  
School Leadership ◽  
School Environment ◽  
Systems Approach ◽  
Systems Of Care ◽  
Workforce Training ◽  
Macro Level ◽  
School Staff ◽  
Health Administration ◽  
Model Case ◽  
Trauma Informed

Objectives: Schools can play an important role in addressing the effects of traumatic stress on students by providing prevention, early intervention, and intensive treat­ment for children exposed to trauma. This article aims to describe key domains for implementing trauma-informed practices in schools.Design: The Substance Abuse and Mental Health Administration (SAMHSA) has iden­tified trauma-informed domains and princi­ples for use across systems of care. This ar­ticle applies these domains to schools and presents a model for a Trauma-Informed School System that highlights broad macro level factors, school-wide components, and tiered supports. Community partners from one school district apply this framework through case vignettes.Results: Case 1 describes the macro level components of this framework and the leveraging of school policies and financ­ing to sustain trauma-informed practices in a public health model. Case 2 illustrates a school founded on trauma-informed principles and practices, and its promo­tion of a safe school environment through restorative practices. Case 3 discusses the role of school leadership in engaging and empowering families, communities, and school staff to address neighborhood and school violence.Conclusions: This article concludes with recommendations for dissemination of trauma-informed practices across schools at all stages of readiness. We identify three main areas for facilitating the use of this framework: 1) assessment of school staff knowledge and awareness of trauma; 2) assessment of school and/or district’s cur­rent implementation of trauma-informed principles and practices; 3) development and use of technology-assisted tools for broad dissemination of practices, data and evaluation, and workforce training of clini­cal and non-clinical staff. Ethn Dis.2018; 28(Suppl 2):417-426; doi:10.18865/ed.28.S2.417.

Sign in / Sign up

Export Citation Format

Share Document