Link for Schools: A System to Prevent Trauma and Its Adverse Impacts

2018 ◽  
Vol 34 (1) ◽  
pp. 21-24 ◽  
Author(s):  
Sally J. Immerfall ◽  
Marizen R. Ramirez
Keyword(s):  
Intervention Program ◽  
Evidence Base ◽  
Educational Process ◽  
School Age Children ◽  
School Staff ◽  
Future Research ◽  
Trauma Informed Care ◽  
Trauma Informed ◽  
Trained Staff ◽  
And Training

School-age children experience trauma at alarming rates. Children’s ability to attend, concentrate, and participate in the educational process can be adversely impacted by trauma. How can school staff, especially school nurses, best listen, support, and encourage a student with trauma in their lives? Link for Schools is an evidence-informed intervention program that provides information and training for school staff. Link provides tools for listening or responding to a traumatized student with a focus on the principles of trauma-informed care, psychological first aid, and elements of motivational interviewing. Link-trained staff are better equipped to develop a relationship with a student, but future research is recommended to supports its evidence base.

scholarly journals Implementation Difficulties of Kuwait National Competency-Based Curriculum

2021 ◽  
Vol 11 (5) ◽  
pp. 151
Author(s):  
Maadi Mahdi Alajmi
Keyword(s):  
Professional Development ◽  
Instructional Technology ◽  
Instructional Strategies ◽  
National Curriculum ◽  
Educational Process ◽  
Assessment Process ◽  
Future Research ◽  
Process Use ◽  
Competency Based ◽  
And Training

The study investigates teachers' understanding and use of competency-based national curriculum in Kuwait's public education schools. A developed questionnaire survey distributed to 317 teachers and 94 supervisors. Findings indicated weaknesses in professional development and training, the assessment process, use of instructional technology, financial supplies, and teacher guides. Recommendations highlight needs of a professional development and training to supervisors and teachers on implementing the national competency-based curriculum, standards-based assessments, instructional technology, instructional strategies, and financial supplies. A future research on effects of the national competency-based curriculum on student learning, teaching performance, and outcomes of educational process is highly recommended.   Received: 26 May 2021 / Accepted: 2 August 2021 / Published: 5 September 2021

Rethinking mental health provision in the secure estate for children and young people: a framework for integrated care (SECURE STAIRS)

2018 ◽  
Vol 17 (4) ◽  
pp. 193-201 ◽  
Author(s):  
Jenny Taylor ◽  
Lisa Shostak ◽  
Andrew Rogers ◽  
Paul Mitchell
Keyword(s):  
Mental Health ◽  
Young People ◽  
Evidence Base ◽  
Content Type ◽  
Theoretical Concepts ◽  
Record Keeping ◽  
Care Plans ◽  
Trauma Informed Care ◽  
Assessment And Treatment ◽  
Trauma Informed

Purpose The purpose of this paper is to outline the challenges to achieving positive outcomes for young people within the secure estate in England, and introduces a psychologically informed framework, SECURE STAIRS (SS), aimed at improving outcomes. Design/methodology/approach The paper argues that there is a need for a fundamental shift in the way care and intervention for young people within the secure estate is delivered. It gives an overview of current challenges and needs and summarises the theoretical concepts and evidence base which can guide practice and form the foundations of the SS framework. Findings The framework recommends that intervention shift from focussing primarily on individual assessment and treatment to a greater emphasis on supporting the work of the wider system of care. Recommendations include promoting trauma-informed care, a focus on the system dynamics within institutions and how these impact on the care young people receive, and on the collaborative development with residential staff and young people of formulation-led care plans that include a focus on issues of sustainability after leaving the secure estate. Practical implications These include the establishment of discrete residential groupings with truly integrated and trauma-informed work across residential, mental health, education and criminal justice agencies. This involves addressing governance issues around shared record keeping, and challenges to sustainability and the accompanying need for local implementation plans for each establishment alongside central support at a strategic level. Originality/value This paper describes a new and innovative way of working within secure settings to ensure children and young people’s needs are better met.

Post-incident debriefing, team formulation and staff support

2019 ◽  
pp. 219-228
Author(s):  
Claudia Kustner
Keyword(s):  
Well Being ◽  
Evidence Base ◽  
Emotional Impact ◽  
Service Users ◽  
Staff Support ◽  
Support Intervention ◽  
Inpatient Mental Health ◽  
Trauma Informed Care ◽  
Constant Change ◽  
Trauma Informed

Acute inpatient mental health wards are characterized by constant change. The creation and maintenance of facilitated talking spaces for teams to reflect with each other is integral for both staff and service user well-being on these wards. There is a growing evidence base that supports the client-centred philosophy and principles of trauma-informed care whereby service users’ strengths are highlighted over pathology and skills building over symptom reduction. A systemic team formulation model is proposed as a useful, trauma-informed, staff support intervention that could be used on the wards, as it offers numerous intra- and interpersonal benefits for teams that engage in the process of shared formulations. A case example illustrating the methodology of systemic team formulation is explored. In addition, post-incident debriefing is also a necessary form of staff support, as a way of mitigating the negative emotional impact of serious untoward incidents and restrictive practices on staff.

Improving Narrative Production in Children With Language Disorders: An Early-Stage Efficacy Study of a Narrative Intervention Program

2018 ◽  
Vol 49 (2) ◽  
pp. 197-212 ◽  
Author(s):  
Sandra L. Gillam ◽  
Abbie Olszewski ◽  
Katie Squires ◽  
Katie Wolfe ◽  
Timothy Slocum ◽  
...  
Keyword(s):  
Intervention Program ◽  
Early Stage ◽  
Language Disorders ◽  
Narrative Discourse ◽  
School Age Children ◽  
Future Research ◽  
Single Subject ◽  
Language And Literacy ◽  
Narrative Skills ◽  
Narrative Intervention

Purpose As noted in this forum, more research is needed to support the work of school-based speech-language pathologists who are designing and implementing interventions for students with language disorders. This article presents the findings of a multiple-baseline, single-subject study that was conducted to assess the outcomes of an intervention designed to improve narrative discourse proficiency for children with language disorders. Method Four school-age children with language disorders that included deficits in narration received an experimental version of a 3-phase narrative language intervention program called Supporting Knowledge in Language and Literacy (Gillam, Gillam, & Laing, 2014). Two additional children remained in baseline throughout the study and served as controls for history, testing, and maturation effects. Measures of story productivity (number of different words) and overall story complexity (Monitoring Indicators of Scholarly Language; Gillam, Gillam, Fargo, Olszewski, & Segura, 2016) were used to assess the children's self-generated narratives. Results After the onset of treatment, all 4 children who received the narrative intervention made moderate-to-large improvements in narrative productivity (number of different words). Three of the 4 children also made moderate-to-large improvements in narrative complexity (Monitoring Indicators of Scholarly Language). The narrative abilities of the 2 children who did not receive intervention did not change over the course of the study. Conclusion This study provides evidence for the feasibility of the Supporting Knowledge in Language and Literacy narrative instruction program for improving self-generated narratives by children with language disorders. Future research is needed to determine how gains in oral narration transfer to written narrative skills.

Drawing in not encouraging away: systemic team formulation to support the trauma-informed care of a lady with intellectual disabilities, in the context of COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nicola Gregson ◽  
Claire Delaney
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Single Case ◽  
Meaningful Work ◽  
Care Staff ◽  
Future Research ◽  
Content Type ◽  
Trauma Informed Care ◽  
Trauma Informed

Purpose The purpose of this paper is to present a case study using a systemic team formulation approach, in the context of supporting a women with intellectual disabilities with a history of trauma. Design/methodology/approach A reflective stance is used to describe the process of assessment, hypothesising, formulation and intervention in a single case study design. Findings Feedback from care staff suggests that they found a team formulation approach helpful to improve their understanding of the service user they support. Practical implications The paper discusses how systemic team formulation can draw on trauma-informed care principles in the context of supporting an individual with an intellectual disability. Future research should aim to replicate the approach for findings to be applied more broadly. COVID-19 has meant clinical working has had to be adapted, clinicians should carefully consider how collaborative and meaningful work can continue to be facilitated within the current parameters. Originality/value This case study contributes to the literature in the use of systemic team formulation interventions within an intellectual disability context, drawing on trauma-informed care principles and reflecting on adapted working within the COVID-19 pandemic.

Developing School Staff Buy-In for Trauma-Informed Schools

2020 ◽  
pp. 359-372
Author(s):  
Courtney N. Baker ◽  
Julia M. Augenstern ◽  
Stephanie A. Moberg ◽  
Nyx Robey ◽  
Megan C. Saybe
Keyword(s):  
Educational Interventions ◽  
School Staff ◽  
Staff Attitudes ◽  
Key Factors ◽  
Childhood Experiences ◽  
Trauma Informed Care ◽  
Adverse Childhood ◽  
Professional Development Training ◽  
Trauma Informed ◽  
Research And Policy

Growing awareness of the prevalence and impact of adverse childhood experiences has spurred implementation, research, and policy on trauma-informed approaches in schools. School staff buy-in to trauma-informed schools (TIS) is an essential early step to building a schoolwide trauma-informed culture. Buy-in is developed by building knowledge and shifting attitudes through a full staff professional development training on trauma. Measuring school staff attitudes relevant to TIS can help ensure the effectiveness of TIS implementation. One available tool for this purpose is the Attitudes Related to Trauma-Informed Care (ARTIC) Scale. Even when school staff develop TIS-favorable attitudes after training, the TIS initiative can be difficult to maintain. Therefore, this chapter closes with a discussion of several key factors known to support the sustainability of complex educational interventions that can be incorporated into the TIS implementation plan.

Drug Abuse Prevention Curricula in Public and Private Schools in Indiana

1994 ◽  
Vol 24 (1) ◽  
pp. 21-31 ◽  
Author(s):  
Kris Bosworth ◽  
Santiago Cueto
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
Future Research ◽  
Drug Education ◽  
Drug Abuse Prevention ◽  
Education Programs ◽  
Public And Private ◽  
Private And Public ◽  
Trained Staff ◽  
And Training

Recent research on drug education has focused on public schools. This study compares public school drug education programs with such efforts in private schools in one midwestern state. All schools in the state were asked to respond to a survey on curricula and training. This study reports on the types of prevention curricula used and at what grades, as well as the number of schools with trained staff. For almost every grade a higher percentage of public schools was found to be implementing drug education programs than private schools. This was manifested in public schools developing their own programs and/or purchasing commercially available drug curricula. Although an equal number of private and public schools have trained staff, less than half of all schools report a trained staff at each grade level. Directions for future research based on these results are suggested.

Trauma-Informed Care and Posttraumatic Growth Among Bereaved Youth: A Pilot Study

2018 ◽  
Vol 82 (2) ◽  
pp. 196-213 ◽  
Author(s):  
Irene S. McClatchey
Keyword(s):  
Posttraumatic Growth ◽  
Stress Disorder ◽  
Significant Degree ◽  
Future Research ◽  
Research And Practice ◽  
Trauma Informed Care ◽  
Bereaved Children ◽  
Before And After ◽  
Trauma Informed ◽  
The Impact

Although a fair amount has been written about posttraumatic stress disorder among bereaved children and adolescents, less has been written about posttraumatic growth (PTG) and its predictors among this population. This study examines predictors of PTG and the impact of trauma-informed care on PTG among bereaved youth. A preexperimental, pretest–posttest design was applied to measure PTG among bereaved children ( N = 32) before and after attending a healing camp that provides trauma-informed care. A regression model was applied to examine predictors of PTG. Results showed that children participating in the camp increased their PTG scores to a statistically significant degree. Circumstance of death (sudden or expected) was a predictor in this study. The results are discussed in relation to limitations, implications for future research, and practice.

scholarly journals The Cool Kids as a School-Based Universal Prevention and Early Intervention Program for Anxiety: Results of a Pilot Study

2022 ◽  
Vol 19 (2) ◽  
pp. 941
Author(s):  
Simona Scaini ◽  
Federica Rossi ◽  
Ronald M. Rapee ◽  
Francesca Bonomi ◽  
Giovanni M. Ruggiero ◽  
...  
Keyword(s):  
Intervention Program ◽  
Separation Anxiety ◽  
School Context ◽  
Childhood Anxiety ◽  
Evidence Base ◽  
Future Research ◽  
Depression Symptoms ◽  
First Year ◽  
Universal Program ◽  
Italian Children

The efficacy of the Cool Kids program has been consistently demonstrated both within Australia and internationally, but limited data are available on the use of Cool Kids as a universal program. The purpose of the study is to evaluate Cool Kids as a universal program for preventing childhood anxiety in the school context. There were 73 Italian children (35 boys and 36 girls, ages 10–13 years) attending the last year of primary school and the first year of middle school who participated in an active intervention based on a school adaptation of the Cool Kids protocol. Results of t-test analyses highlighted a downward trend of anxiety symptoms, especially in total anxiety, somatic anxiety, generalized anxiety, separation anxiety, social anxiety and school phobia at post-treatment assessed by children. Even the score of depression symptoms, measured as a second outcome measure, decreased after the treatment. This study contributes to the evidence base for the Cool Kids program as a universal program for preventing childhood anxiety in the school context. Although these preliminary results show some promise, their replication in future research is necessary given current study limitations.

Sign in / Sign up

Export Citation Format

Share Document