Trauma-Informed Systems of Care

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.

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Trauma-Informed Systems of Care: The Role of Organizational Culture in the Development of Burnout, Secondary Traumatic Stress, and Compassion Satisfaction

Journal of Social Welfare and Human Rights ◽

10.15640/jswhr.v3n2a1 ◽

2015 ◽

Vol 3 (2) ◽

Cited By ~ 1

Author(s):

Joni Handran

Keyword(s):

Organizational Culture ◽

Traumatic Stress ◽

Secondary Traumatic Stress ◽

Systems Of Care ◽

Compassion Satisfaction ◽

Trauma Informed

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Trauma-Informed Practices in Schools Across Two Decades: An Interdisciplinary Review of Research

Review of Research in Education ◽

10.3102/0091732x18821123 ◽

2019 ◽

Vol 43 (1) ◽

pp. 422-452 ◽

Cited By ~ 8

Author(s):

M. Shelley Thomas ◽

Shantel Crosby ◽

Judi Vanderhaar

Keyword(s):

Teacher Education ◽

School Climate ◽

Teaching Practice ◽

Teacher Practice ◽

Systems Of Care ◽

Preservice Teacher Education ◽

Empirical Work ◽

School Based ◽

Trauma Informed Care ◽

Trauma Informed

Attention to childhood trauma and the need for trauma-informed care has contributed to the emerging discourse in schools related to teaching practices, school climate, and the delivery of trauma-related in-service and preservice teacher education. However, though trauma-informed systems of care include schools, empirical work informing trauma-informed teaching and teacher education that is reflected back to those audiences is less established. This interdisciplinary overview and synthesis of literature examined interventions used in schools to determine the dominant framework used for promoting and practicing trauma-informed care in schools and the effectiveness of school-based supports for trauma-affected youth to identify implications for changing teaching practice. While multiple disciplines conduct research using different methodologies examining trauma-informed practices in schools, educators are underexamined in this work. Additionally, education researchers began engaging in research on trauma-informed practices in schools more recently, and as such, research emanating from education researchers comprises a small portion of this review. Drawing across the work, we offer recommendations for a more robust, interdisciplinary research agenda with the intentional purpose to change teacher practice.

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The Pledge: Engaging Children and Caregivers with Resiliency-Focused Assessments, Service Planning, and Trauma-Informed Systems of Care

Real Life Heroes ◽

10.4324/9780203123539-9 ◽

2016 ◽

pp. 35-54

Keyword(s):

Systems Of Care ◽

Service Planning ◽

Trauma Informed

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Trauma Symptoms and Relationship With Child and Family Team Meeting Characteristics and Outcomes in a Statewide System of Care

Journal of Emotional and Behavioral Disorders ◽

10.1177/1063426620980695 ◽

2020 ◽

pp. 106342662098069

Author(s):

Alayna Schreier ◽

Mark Horwitz ◽

Tim Marshall ◽

Jeana Bracey ◽

Mary Cummins ◽

...

Keyword(s):

Systems Of Care ◽

Trauma Symptoms ◽

Family Outcomes ◽

Potentially Traumatic Events ◽

Conditional Effects ◽

Trauma Informed ◽

Care Coordinators ◽

The Relationship ◽

Community Based Services

Systems of care (SOCs) are comprehensive, community-based services for youth with emotional and behavioral disorders. For these youth, little is known about how trauma symptoms influence participation in SOC care coordination through the Child and Family Team (CFT) meeting. The current study assessed the extent to which exposure to potentially traumatic events (PTEs) and trauma symptoms were associated with participation in CFTs and youth and family outcomes. Participants were 464 youth ( Mage = 11.02, SD = 3.72) and their caregivers. Families completed measures of youth and caregiver functioning, PTEs, and trauma symptoms at enrollment and 6-month follow-up. Care coordinators completed surveys assessing CFT characteristics following each meeting and assessments of youth functioning. Moderated multiple regression analyses tested the conditional effects of youth trauma symptoms on the relationships between CFT characteristics and youth and caregiver outcomes. Trauma symptoms moderated the relationship between the number of days to the first CFT meeting and youth impairment and the relationship between CFT meeting duration and youth impairment. Results suggest the presence of trauma and other contextual factors contributed to difficulty in initiating services and to changes in youth impairment. Implications for the provision of trauma-informed SOC services are discussed.

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