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 Is there an association between diet and depression in children and adolescents? A systematic review

2016 ◽  
Vol 116 (12) ◽  
pp. 2097-2108 ◽  
Author(s):  
Sundus Khalid ◽  
Claire M. Williams ◽  
Shirley A. Reynolds
Keyword(s):  
Mental Health ◽  
Young People ◽  
Dietary Intake ◽  
Mental Health Problems ◽  
Economic Status ◽  
Poor Mental Health ◽  
Future Research ◽  
Confounding Variables ◽  
Quality Diet ◽  
Unhealthy Diet

AbstractThis review critically evaluates previous studies investigating the association between dietary intake of children and young people and depression and related mental health problems. A systematic literature search was conducted using electronic databases such as PsycINFO, MEDLINE, PubMed and Cochrane. A total of twenty studies were identified that met inclusion criteria and were subsequently rated for quality. The studies used a range of methods to measure dietary intake and mental health. Important potential confounding variables (e.g. socio-economic status) were often not included or controlled. There were also inconsistencies in the use of key constructs, which made comparisons between studies difficult. Despite some contradictory results, overall there was support for an association between healthy dietary patterns or consumption of a high-quality diet and lower levels of depression or better mental health. Similarly, there was a relationship between unhealthy diet and consumption of low-quality diet and depression or poor mental health. However, where significant relationships were reported, effect sizes were small. Future research on the relationship between diet and mental health in young people should use more clearly defined constructs to define diet and include or control for important confounders.

scholarly journals The Limits of Resilience and the Need for Resistance: Articulating the Role of Music Therapy With Young People Within a Shifting Trauma Paradigm

2021 ◽  
Vol 12 ◽  
Author(s):  
Elly Scrine
Keyword(s):  
Young People ◽  
Music Therapy ◽  
Perceived Risk ◽  
Power Relations ◽  
Social Emotional ◽  
Life Threatening ◽  
Trauma Informed ◽  
Trauma Informed Practice ◽  
A Site

A broad sociocultural perspective defines trauma as the result of an event, a series of events, or a set of circumstances that is experienced as physically or emotionally harmful or life threatening, with lasting impacts on an individual’s physical, social, emotional, or spiritual wellbeing. Contexts and practices that aim to be “trauma-informed” strive to attend to the complex impacts of trauma, integrating knowledge into policies and practices, and providing a sanctuary from harm. However, there is a body of critical and decolonial scholarship that challenges the ways in which “trauma-informed” practice prioritizes individualized interventions, reinscribes colonial power relations through its conceptualizations of safety, and obscures the role of systemic injustices. Within music therapy trauma scholarship, research has thus far pointed to the affordances of music in ameliorating symptoms of trauma, bypassing unavailable cognitive processes, and working from a strengths-based orientation. In critiquing the tendency of the dominant trauma paradigm to assign vulnerability and reinforce the individual’s responsibility to develop resilience through adversity, this conceptual analysis outlines potential alternatives within music therapy. Drawing on a case example from a research project with young people in school, I elucidate the ways in which music therapy can respond to power relations as they occur within and beyond “trauma-informed” spaces. I highlight two overarching potentials for music therapy within a shifting trauma paradigm: (1) as a site in which to reframe perceived risk by fostering young people’s resistance and building their political agency and (2) in challenging the assumption of “safe spaces” and instead moving toward practices of “structuring safety.”

Healing From Inner-City Violence

2017 ◽  
Author(s):  
Jocelyn R. Smith Lee
Keyword(s):  
Young People ◽  
Inner City ◽  
Emerging Adults ◽  
Transition To Adulthood ◽  
Future Research ◽  
Post Traumatic Growth ◽  
Urban America ◽  
Trauma Informed ◽  
Post Traumatic ◽  
Chronic Risk

This chapter examines how young people, disproportionately black and Hispanic, in America’s economically disadvantaged, urban contexts are using the third decade of life to heal and succeed. Guided by life course, ecological, and trauma-informed frameworks, we present a multidisciplinary review of the literature describing post-traumatic growth, resilience, and healing with a focus on trauma-informed research and practice positioning youth impacted by inner-city violence to recover and flourish during emerging adulthood. In order to best appreciate the strivings of young people to heal in contexts of chronic risk, we situate this discussion in the nature, root causes, and consequences of violence (both structural and interpersonal) in urban America. We conclude with suggestions for future research to advance our understandings of how emerging adults in the inner city are working to heal from violent exposure and the implications of this task for the transition to adulthood.

scholarly journals Meeting students where they are: Trauma-informed approaches in rural Schools

2021 ◽  
Vol 42 (2) ◽  
pp. 51-71
Author(s):  
Maria Frankland
Keyword(s):  
Rural Schools ◽  
Childhood Adversity ◽  
Rural School ◽  
Rural Students ◽  
Social Emotional ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
Trauma Informed ◽  
Urban Problems ◽  
School Issues

Twenty-five percent of U.S. schoolchildren attend a rural school. Yet, rural school issues are typically subsumed by debates focused on urban problems and the misguided notion of ample resources available for their remediation. These assumptions belie the reality of the spatial mismatch that exists for rural schools, especially around mental health supports. Adverse childhood experiences and trauma disproportionately affect rural schoolchildren, putting them at greater risk of academic underachievement and other negative throughout the lifespan. Trauma-informed approaches in rural schools may mitigate the effects of childhood adversity and help close achievement gaps for rural students. Rural schools and students have needs and challenges distinct from those of urban and suburban schools, but only 2% of peer-reviewed publications address trauma-informed approaches or social-emotional learning in rural schools. More research is needed to help our 13 million rural schoolchildren develop the resilience necessary to overcome adversity and achieve healthy outcomes.

scholarly journals Towards an integrated model of supportive peer relationships in early adolescence: A systematic review and exploratory meta-analysis

2020 ◽  
Author(s):  
Marija Mitic ◽  
Kate Woodcock ◽  
Michaela Amering ◽  
Ina Krammer ◽  
Katharina Stiehl ◽  
...  
Keyword(s):  
Peer Relationships ◽  
Peer Influence ◽  
Early Adolescence ◽  
School Environment ◽  
Peer Group ◽  
Meta Analysis ◽  
Integrated Model ◽  
Internet Technology ◽  
Future Research ◽  
Social Emotional

Supportive peer relationships (SPR) are crucial for mental and physical health. Early adolescence is an especially important period in which peer influence and school environment strongly shape psychological development and maturation of core social-emotional regulatory functions. Yet, there is no integrated evidence based model of SPR in this age group to inform future research and practice. The current meta-analysis (PROSPERO protocol reference: CRD42018107945) synthetizes evidence from 364 studies into an integrated model of potential determinants of SPR in early adolescence. The model encompasses links with 93 variables referring to individual (identity, skills/strengths, affect/wellbeing and behavior/health) and environmental (peer group, school, family, community and internet/technology) influences on SPR. Findings suggest the central importance of identity and social–emotional skills in SPR. School environment stands out as a compelling setting for future prevention programs. Finally, we underscore an alarming gap of research on the influence of the virtual and online environment on youth’s social realm given its unquestionable importance as a globally expanding social interaction setting. Hence, we propose an integrated model that can serve as organizational framework, which may ultimately lead to the adoption of a more structured and integrated approach to understanding peer relationship processes in youth and contribute to overcoming marked fragmentation in the field.

scholarly journals Health Habits and Their Formation Among Today’S Young People of School Age in Poland

2015 ◽  
Vol 5 (3) ◽  
pp. 64-69
Author(s):  
Aleksandra Michalska
Keyword(s):  
Young People ◽  
School Environment ◽  
Pediatric Population ◽  
Economic Status ◽  
Health Risk Behaviors ◽  
School Age Children ◽  
School Age ◽  
Teachers And Parents ◽  
Health Organization ◽  
The Impact

Abstract This paper presents the impact of health education on life expectancy and adaption to modern conditions. The acquisition of healthy attitude in the first and second decade of life influences the development of trade, economic status and helps efficiently cope with stress. The article highlights the impact of “health literacy”, the school environment and family upbringing and subsequent persistence in health. Organization of education should be started from childhood. Unfortunately many teachers and parents cannot supply information about sanitary education, correct sanitation, healthy nutrition and physical activity. Disciples who lack support and knowledge can be exposed under pressure of contemporary risky operations. Pediatric population makes up to 30 % of the whole population. In the first and second decade of life the baby is shaped and strengthens previously instilled habits. Stage of puberty is the most favorable moment for proper physical development of young people. During this period perpetuate conscious health behaviors, but at the same time there are health risk behaviors. These behaviors affect the quality and duration in health. Measures of health policy on school-age children should be focused primarily on prevention and health promotion.

Impact of Adverse Childhood Experiences on Language Skills and Promising School Interventions

2019 ◽  
Vol 34 (4) ◽  
pp. 317-322
Author(s):  
Aviva Segal ◽  
Delphine Collin-Vézina
Keyword(s):  
Adverse Childhood Experiences ◽  
Language Skills ◽  
Present Report ◽  
Empirical Support ◽  
Future Research ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
Trauma Informed ◽  
Development Of Language ◽  
The Impact

The influence of adverse childhood experiences (ACEs) on the developing child across several domains of functioning has much theoretical and empirical support. Yet, surprisingly, the impact of ACEs on the development of language skills specifically remains somewhat understudied. The present report provides a brief review of research on ACEs and associated impacts on brain functioning and on language skills development specifically. Trauma-informed practices are discussed, with a specific focus on school-based trauma-informed programs. Next steps to explore in future research are then provided.

From therapy to therapeutic: the continuum of trauma-informed care

2019 ◽  
Vol 44 (02) ◽  
pp. 73-80 ◽  
Author(s):  
Claudia A. O’Hara
Keyword(s):  
Young People ◽  
Young Person ◽  
Childhood Experiences ◽  
Children And Young People ◽  
Trauma Informed Care ◽  
Trauma Informed ◽  
Therapeutic Care ◽  
The Difference ◽  
Therapeutic Services ◽  
Pass Through

AbstractOn 1st July 2015, Out of Home Care (OOHC) services in the Australian Capital Territory (ACT) joined together to form the ACT Together consortium and aimed to improve outcomes for children and young people who are unable to live with their birth families. Within the consortium, the Therapeutic Services Team (TST) steers the evolution of trauma-informed therapeutic practice, a key focus of which is the establishment of therapeutic care. Current research indicates that a holistic therapeutic approach has the greatest impact in supporting a young person to overcome adverse childhood experiences. This leads to the necessity of a therapeutic care system providing input across the whole domain of OOHC, including trauma-informed therapeutic carers. A common issue met by the TST is the lack of clarity regarding the difference between therapeutic intervention and therapy. This paper defines the concepts of therapy and therapeutic care, discusses how this forms a continuum which flows throughout the whole OOHC system and reflects on what support carers require to make the shift to becoming therapeutic carers, including outlining their role in underpinning better outcomes for the children and young people who pass through their doors.

scholarly journals Emotion Recognition and Perceived Social Support in Young People Who Offend

Youth Justice ◽  
2020 ◽  
pp. 147322542093118
Author(s):  
Maria Wilcox ◽  
Neil Frude ◽  
Liz Andrew
Keyword(s):  
Social Support ◽  
Young People ◽  
Emotion Recognition ◽  
Perceived Social Support ◽  
Economic Status ◽  
Geographical Area ◽  
Recognition Task ◽  
Future Research ◽  
Lower Ability ◽  
Emotion Recognition Ability

Young people who offend appear stuck in a cycle of adverse experiences, low levels of social support and emotional skill deficits. Yet these factors have not been extensively researched with young people who offend. The current study aimed to develop the understanding of emotion recognition ability and perceived social support in young people who offend and to explore the relationship between these variables. A total of 50 young people who offend were recruited through three Youth Offending Teams and 50 age, gender, ethnicity, socio-economic status and academically matched young people without a known offending history were recruited from a college and youth service in the same geographical area. All participants completed a demographic questionnaire, the Toronto Alexithymia Scale, a Facial Emotion Recognition Task, a Verbal Emotional Prosody Recognition Task and the Multidimensional Scale of Perceived Social Support. Failing to support the hypotheses, statistical analyses failed to show that, relative to the controls, young people who offend had significantly higher levels of alexithymia, lower levels of perceived social support or lower ability to recognise others’ emotions. However, relative to the controls, young people who offend did show significantly lower ability to recognise fear through verbal prosody. Of particular interest, looked after status, which was more commonly reported among young people who offend (38%) than controls (4%), was the predominant factor associated with all outcome variables. Thus looked after status, rather than offending status in isolation, is more associated with difficulties in identifying and describing feelings, ability to recognise others’ emotions and levels of perceived social support. In addition, significant correlations were found between (1) alexithymia and perceived social support, (2) the ability to recognise others’ emotions and perceived social support and (3) the ability to recognise emotions from facial expressions and verbal prosody. Theoretical and clinical implications of the study findings are discussed and areas for future research are suggested.

scholarly journals WHEN SCHOOLING HURTS: PROFESSIONAL SCHOOL COUNSELORS AS MITIGATES OF SCHOOL-BASED TRAUMA

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Jasmine Graham ◽  
Maureen Coomer
Keyword(s):  
School Counselors ◽  
School Environment ◽  
Professional School ◽  
Future Research ◽  
School Cultures ◽  
School Based ◽  
Trauma Informed ◽  
Professional School Counselors ◽  
Schooling Practices

Much of the literature on trauma-informed schools has sought to frame students’ experiences of trauma as external to the school environment. In doing so, the role of schools in developing traumatizing school cultures remains fairly absent from literary discourse. This article will add to the existing literature on trauma-informed schools by situating trauma in schools. The authors provide a review of the literature on trauma in schooling practices along with a discussion regarding the importance of Professional School Counselors as mitigates of trauma practices in schools. Recommendations for future research and scholarship are provided.

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