scholarly journals A qualitative bounded case study on teacher and administrator perceptions of students' adverse childhood experiences in rural, northwest Missouri elementary school

2020 ◽  
Author(s):  
◽  
Rebecca A. Moore
Keyword(s):  
Mental Illness ◽  
Elementary Schools ◽  
Childhood Trauma ◽  
Adverse Childhood Experiences ◽  
Administrator Perceptions ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
Perceptions Of Students ◽  
Trauma Informed

The purpose of this bounded case study (Merriam and Tisdell, 2016) was to add to the existing research literature on early childhood trauma in addition to understanding teacher and administrator perceptions on students' adverse childhood experiences (ACEs) in rural, Northwest Missouri elementary schools from 2009 through 2019. Survey participants (n=31), consisting of kindergarten through third grade teachers and elementary administrators completed surveys on their perceptions of students' ACEs within their school districts. Interview participants (n=11), consisting of kindergarten through third-grade teachers and elementary principals, shared their perceptions and lived experiences of students' ACEs. Teachers and administrators noticed the most adverse childhood experiences K - 3rd grade children in rural Missouri elementary schools were exposed to include: (a) divorce, (b) substance abuse, (c) mental illness, (d) physical abuse, and (e) emotional neglect. Three themes emerged from the study: (1) the family system included household dysfunction that may include impactful events such as divorce, substance abuse, and mental illness (2) increase of teachers' and administrators' awareness of trauma, and (3) resources and supports. Teachers and administrators noticed an increase in continued trauma perceived to be because of unstable family conditions systems described by Urie Bronfenbrenner's (1970) human ecological systems theory as the microsystem. Suggested implications for teachers, administrators included: (1) an increase of teacher and administrator awareness of trauma, (2) trauma-informed training opportunities through the Missouri Trauma Informed School Initiative for teachers and administrators, (3) a curriculum focus on children's social emotional development, (4) additional youth mental health resources and support for families and school district personnel, and (5) developing and implementing a mentor program partnering teachers and administrators with families in crisis. Additionally, results from the study could aid in helping the MASA, MAESP, and MSTA consider new evidence related to student trauma in rural public elementary schools. This may lead to an opportunity for these professional organizations to review their structures in order to collaborate to create a more robust and meaningful dialogue about childhood trauma. These educational discussions may lead to compelling evidence suggesting adjustments in legislation to support children impact by adverse childhood experiences.

scholarly journals The adverse childhood experiences questionnaire: Two decades of research on childhood trauma as a primary cause of adult mental illness, addiction, and medical diseases

2019 ◽  
Vol 6 (1) ◽  
pp. 1581447 ◽  
Author(s):  
Emily M. Zarse ◽  
Mallory R. Neff ◽  
Rachel Yoder ◽  
Leslie Hulvershorn ◽  
Joanna E. Chambers ◽  
...  
Keyword(s):  
Mental Illness ◽  
Childhood Trauma ◽  
Adverse Childhood Experiences ◽  
Childhood Experiences ◽  
Adverse Childhood

Trauma-informed practice

2020 ◽  
Vol 2020 (2) ◽  
pp. 50-51
Author(s):  
Margot Sunderland
Keyword(s):  
Childhood Trauma ◽  
Adverse Childhood Experiences ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
Trauma Informed ◽  
Trauma Informed Practice

The symptoms of ADHD, autism and other common child diagnoses often match those of childhood trauma and adverse childhood experiences. Dr Margot Sunderland looks at the implications

scholarly journals Associations between adverse childhood experiences and acquired brain injury, including traumatic brain injuries, among adults: 2014 BRFSS North Carolina

2018 ◽  
Vol 25 (6) ◽  
pp. 514-520 ◽  
Author(s):  
Angie S Guinn ◽  
Katie A Ports ◽  
Derek C Ford ◽  
Matt Breiding ◽  
Melissa T Merrick
Keyword(s):  
Mental Illness ◽  
North Carolina ◽  
Sexual Abuse ◽  
Brain Injury ◽  
Adverse Childhood Experiences ◽  
Acquired Brain Injury ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
Race Ethnicity ◽  
The Relationship

Adverse childhood experiences (ACEs) can negatively affect lifelong health and opportunity. Acquired brain injury (ABI), which includes traumatic brain injury (TBI) as well as other causes of brain injury, is a health condition that affects millions annually. The present study uses data from the 2014 North Carolina Behavioral Risk Factor Surveillance System to examine the relationship between ACEs and ABI. The study sample included 3454 participants who completed questions on both ABI and ACEs. Multivariable logistic regression models were used to determine the relationship between ACEs and ABI as well as ACEs and TBI. Sexual abuse, emotional abuse, physical abuse, household mental illness and household substance abuse were significantly associated with ABI after adjusting for age, race/ethnicity, gender and employment. Compared with those reporting no ACEs, individuals reporting three ACEs had 2.55 times the odds of having experienced an ABI; individuals reporting four or more ACEs had 3.51 times the odds of having experienced an ABI. Examining TBI separately, those who experienced sexual abuse, physical abuse, household mental illness and had incarcerated household members in childhood had greater odds of reported TBI, after adjusting for age, race/ethnicity, gender and income. Respondents reporting three ACEs (AOR=4.16, 95% CI (1.47 to 11.76)) and four or more ACEs (AOR=3.39, 95% CI (1.45 to 7.90)) had significantly greater odds of reporting TBI than respondents with zero ACEs. Prevention of early adversity may reduce the incidence of ABI; however, additional research is required to elucidate the potential pathways from ACEs to ABI, and vice versa.

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.

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