Trauma, Psychopathy, and Antisocial Outcomes Among Community Youth: Distinguishing Trauma Events From Trauma Reactions

2020 ◽  
pp. 154120402098421
Author(s):  
Matt DeLisi ◽  
Pedro Pechorro ◽  
Rui Abrunhosa Gonçalves ◽  
João Maroco
Keyword(s):  
Juvenile Delinquency ◽  
Conduct Disorder ◽  
Overt Aggression ◽  
Childhood Experiences ◽  
Mediation Effects ◽  
Crime Seriousness ◽  
Adverse Childhood ◽  
Trauma Informed ◽  
Age Range ◽  
Trauma Reactions

Psychopathy and trauma exposure are robustly associated with youth conduct problems, but the interrelation of these constructs is unclear. The objective of the present study is to examine psychopathy mediation effects related to trauma events and trauma reactions and juvenile delinquency, conduct disorder, crime seriousness, and proactive overt aggression outcomes. The sample consisted of N =388 ( M = 16.01 years, SD = 1.03 years, age range = 13–18 years) male youths from Portugal. Path analysis procedures revealed that psychopathy partially mediates the relation between trauma events and the juvenile delinquency, conduct disorder, crime seriousness outcomes, and fully mediates the relation between trauma events and the proactive overt aggression outcome. Trauma reactions have no direct significant effect on psychopathy, and psychopathy does not mediate the relation between trauma reactions and the examined outcomes. Research on trauma and adverse childhood experiences should encompass both events and reactions to those events as they have differential associations with psychopathy and externalizing outcomes. Trauma-informed service, supervision, and treatment is essential for understanding antisocial development and psychological maladjustment among youth.

scholarly journals The Role of Low Self-Control as a Mediator between Trauma and Antisociality/Criminality in Youth

2021 ◽  
Vol 18 (2) ◽  
pp. 567
Author(s):  
Pedro Pechorro ◽  
Matt DeLisi ◽  
Rui Abrunhosa Gonçalves ◽  
João Pedro Oliveira
Keyword(s):  
Juvenile Delinquency ◽  
Outcomes Research ◽  
Self Control ◽  
Male Youth ◽  
Mediation Effects ◽  
Crime Seriousness ◽  
Low Self Control ◽  
Age Range ◽  
Trauma Reactions

Trauma exposure and low self-control are robustly associated with youth antisocial/criminal problems, but the interrelation of these constructs is unclear when taking into account both traumatic events and reactions. The objective of the present study is to examine self-control mediation effects related to trauma and juvenile delinquency, conduct disorder, crime seriousness, and aggression outcomes. The sample consisted of N = 388 male youth from Portugal (age, M = 16.01 years, SD = 1.03, age range = 13–18 years). Path analysis procedures revealed that self-control partially mediates the relation between trauma events and the examined outcomes and fully mediates the relation between trauma reactions and the examined outcomes. Research on youth trauma should examine both trauma events and trauma reactions because they have differential effects on low self-control and antisocial/criminal outcomes.

Working alongside people with intellectual disabilities who have had difficult experiences: Reflections on trauma-informed care within a service context

2021 ◽  
pp. 174462952098771
Author(s):  
Elisabeth Goad
Keyword(s):  
Intellectual Disabilities ◽  
Systems Approach ◽  
Traumatic Experiences ◽  
Childhood Experiences ◽  
Trauma Informed Care ◽  
Adverse Childhood ◽  
Conference Presentations ◽  
Trauma Informed ◽  
People With Intellectual Disabilities ◽  
Whole Systems

People with intellectual disabilities are more likely to experience adverse childhood experiences than those in the general population. Additionally, the conceptualization of ‘trauma’ is far broader than traditionally understood in order to encompass the far reaching relational nature of people with intellectual disabilities traumatic experiences. This reflective account details the first steps one service took to embrace trauma-informed care as a whole systems approach. The paper is a response to calls following conference presentations about our work, to share the process of the beginning of this journey, it also aims to provide key learning points, practical considerations and questions for reflection in order to support other services to begin their own relationships with trauma-informed care.

Building Trauma Informed Schools: A Survey of Teachers’ Knowledge, Skills and Needs

2021 ◽  
Vol 22 (1) ◽  
pp. 5-22
Author(s):  
Yvonne Vissing ◽  
Michele Solloway ◽  
Samantha Koury
Keyword(s):  
Public School ◽  
School District ◽  
New England ◽  
Adverse Childhood Experiences ◽  
Formal Training ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
Teachers And Students ◽  
Trauma Informed ◽  
K 12

Teachers regularly find themselves in situations when they are dealing with students who have experienced adverse childhood experiences (ACES) and trauma. In a survey of public school K-12 teachers in a New England school district, this article analyzes their trauma-related knowledge, skills and needs. While they feel they are doing the best they can, most do not have formal training on how to identify trauma in students or how best to address it. Most indicate that they do not have sufficient background in trauma identification, prevention or treatment and they feel they would benefit from it. Building trauma-informed schools will provide both teachers and students with greater supports and systems for more successfully addressing the traumas they carry.

Reducing Mass Incarceration Through Trauma-Informed Pedagogy

2022 ◽  
pp. 123-143
Author(s):  
Belinda Marie Alexander-Ashley
Keyword(s):  
United States ◽  
Mass Incarceration ◽  
The United States ◽  
Childhood Experiences ◽  
Health Crisis ◽  
Trauma Research ◽  
Marginalized Communities ◽  
Adverse Childhood ◽  
Trauma Informed ◽  
School Pedagogy

This chapter outlines strategies and practices that align with the Substance Abuse and Mental Health Services Administration's trauma-informed approach applied to school pedagogy in the United States to minimize or prevent trauma, especially for students referred to the school-to-prison pipeline, consequently reducing mass incarceration. With the onset of the COVID-19 pandemic in 2020, the United States' health crisis exposed a vulnerability for people of color, poorer communities, and those incarcerated, stressing a need to respond expediently to address trauma in marginalized communities. The Adverse Childhood Experiences Connection referred to childhood trauma as “America's hidden health crisis.” Focusing on trauma for school-aged youth offers a path to preventing or minimizing trauma. Research suggests that more robust, multidisciplinary research, with an intentional purpose to transform teacher practices and responses to disciplinary conduct, is needed.

Adverse Childhood Experiences (ACEs) and Gang Involvement Among Juvenile Offenders: Assessing the Mediation Effects of Substance Use and Temperament Deficits

2019 ◽  
Vol 18 (1) ◽  
pp. 24-53 ◽  
Author(s):  
Kevin T. Wolff ◽  
Michael T. Baglivio ◽  
Hannah J. Klein ◽  
Alex R. Piquero ◽  
Matt DeLisi ◽  
...  
Keyword(s):  
Substance Use ◽  
Juvenile Offenders ◽  
Adverse Childhood Experiences ◽  
Structural Equation ◽  
Equation Modeling ◽  
Childhood Experiences ◽  
Mediation Effects ◽  
Gang Involvement ◽  
Adverse Childhood

A growing body of research has demonstrated the deleterious effects of adverse childhood experiences (ACEs). Less understood is the role of ACEs in gang involvement among juvenile offenders. The current longitudinal study employs a sample of 104,267 juvenile offenders (mean age of 16, 76% male, 46% Black non-Hispanic, 15.7% Hispanic) to examine the effect of ACE exposure on two different measures of gang involvement by age 18. We use structural equation modeling to test whether higher ACE exposure at Time 1 predicts gang involvement and whether current substance use and/or difficult temperament mediates the ACE-gang involvement relationship. Results indicate ACE exposure at Time 1 predicts gang involvement by age 18, but that much of the effect of ACEs on later gang involvement can be explained by their impact on current substance abuse and difficult temperament. Implications for juvenile justice systems are discussed.

An evaluation of a simulation and video-based training program to address adverse childhood experiences

2020 ◽  
Vol 55 (5) ◽  
pp. 366-375
Author(s):  
Julie Miller-Cribbs ◽  
Jedediah Bragg ◽  
Frances Wen ◽  
Martina Jelley ◽  
Kim A Coon ◽  
...  
Keyword(s):  
Training Program ◽  
Adverse Childhood Experiences ◽  
Multiple Sources ◽  
Stigma Reduction ◽  
Childhood Experiences ◽  
Training Outcomes ◽  
Model And Simulation ◽  
Household Dysfunction ◽  
Adverse Childhood ◽  
Trauma Informed

Adverse Childhood Experiences (ACEs) are multiple sources of maltreatment and household dysfunction with tremendous impact on health. A trauma-informed (TI) approach is preferred when working with patients with ACEs. The Professional ACEs-Informed Training for Health© (PATH©) educational program and simulation experience using standardized patients (SP) was developed to help healthcare professionals address ACEs with adults. PATH© is a 3–4 hour curriculum comprised of lecture and discussion, video-based demonstration, simulation experience, and debriefing. It was first developed for primary care (PC) residents in family medicine and internal medicine, and subsequently modified for occupational therapy (OT) and physical therapy (PT) students. This study evaluates a preliminary dataset focusing on PATH© skills of PC residents and OT and PT students during simulation. Recordings of 53 learner-SP encounters from 15 OT and PT students and 38 PC residents were coded using standardized behavioral codes. A subset of ten recordings of PC residents who participated in simulations in the first and fourth year of the training program allowed for evaluation of training outcomes over time. Results showed that medical residents and OT and PT students demonstrated skills during SP encounters congruent with TI training on addressing ACEs with adults, particularly in explaining ACEs, demonstrating empathy, collaborative treatment planning, and stigma reduction. PC residents showed both positive and negative changes in PATH©-specific skills from year 1 to 4 of the training program. This study supports the PATH© model and simulation-based training in preparing clinicians to address ACEs with adults and provides insight into further curriculum improvement.

Sign in / Sign up

Export Citation Format

Share Document