scholarly journals Trauma-Informed School Strategies for SEL and ACE Concerns during COVID-19

2021 ◽  
Vol 11 (12) ◽  
pp. 796
Author(s):  
Jesse Scott ◽  
Lindsey S. Jaber ◽  
Christina M. Rinaldi
Keyword(s):  
Preliminary Evidence ◽  
Childhood Experiences ◽  
Safe School ◽  
Social And Emotional ◽  
Socially Disadvantaged ◽  
Adverse Childhood ◽  
Strength Based ◽  
Research Findings ◽  
Trauma Informed ◽  
Potential Impact

The precarious circumstances associated with the COVID-19 pandemic have raised important questions concerning the potential impact on child and adolescent development. For instance, how might this disruption influence social and emotional learning (SEL) and affect adverse childhood experiences (ACEs)? Moreover, what protective practices may be put in place to mitigate risks? The purpose of this critical review is to engage with these questions. Relevant research findings published before and during pandemic contexts are presented. Connections between SEL, ACEs and past social disruptions are substantiated in the literature. Additionally, preliminary evidence has elucidated variables associated with ACEs and SEL concerns during the pandemic. For instance, research suggests that students from socially disadvantaged positions may be disproportionately impacted by these issues. Actionable trauma-informed recommendations for educators are discussed, including creating safe school environments and adopting a strength-based perspective.

scholarly journals Trauma-Informed Practices in Rural Education

2020 ◽  
Vol 10 (1) ◽  
pp. 24-41
Author(s):  
Lauren Davis ◽  
Rebecca Buchanan
Keyword(s):  
Academic Success ◽  
Rural Areas ◽  
Negative Impact ◽  
Fourth Graders ◽  
Well Being ◽  
Health Issues ◽  
Childhood Experiences ◽  
Social And Emotional ◽  
Adverse Childhood ◽  
Trauma Informed

The overall wellness and well-being of today’s youth are of concern owing to high levels of stress, as well as other mental and physical health issues.  Academic success can be negatively impacted because of the interconnectivity of these issues, along with traumatic childhood experiences and high numbers of adverse childhood experiences. In rural areas, these issues can be even more pronounced owing to issues related to socioeconomic status and high rates of poverty. Therefore, it is important to explore interventions in the educational setting that could mitigate the negative impact of these challenges. This pilot study examined the relationship between a trauma-informed approach incorporating yoga/mindfulness and academic, social, and emotional behaviors among fourth graders in a rural academic setting. Student and teacher pre- and postintervention survey data indicate the intervention had academic, social, and emotional benefits.

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.

Changing parental depression and sensitivity: Randomized clinical trial of ABC's effectiveness in the community

2020 ◽  
pp. 1-15 ◽  
Author(s):  
Laura Perrone ◽  
Steven D. Imrisek ◽  
Allison Dash ◽  
Melanie Rodriguez ◽  
Erasma Monticciolo ◽  
...  
Keyword(s):  
Child Outcomes ◽  
Parental Depression ◽  
Preliminary Evidence ◽  
Depression Symptoms ◽  
Community Settings ◽  
Intervention Effects ◽  
Childhood Experiences ◽  
Parental Sensitivity ◽  
Adverse Childhood ◽  
Parent Outcomes

Abstract Attachment and Biobehavioral Catch-up (ABC) demonstrates efficacy in improving parent and child outcomes, with preliminary evidence for effectiveness in community settings. The objective of this study was to assess the effectiveness of a community-based ABC implementation in improving parent outcomes as well as to examine potential mediators and moderators of intervention effectiveness. Two hundred parents and their 5- to 21-month-old infants recruited from an urban community were randomly assigned to receive ABC or be placed on a waitlist. The majority of participants had a minority racial or ethnic background. Before intervention, parents completed questionnaires about sociodemographic risk and adverse childhood experiences. At both baseline and follow-up, parents reported depression symptoms and were video-recorded interacting with their infant, which was coded for sensitivity. The ABC intervention predicted significant increases in parental sensitivity and, among parents who completed the intervention, significant decreases in depression symptoms. Changes in parental depression symptoms did not significantly mediate the intervention effects on sensitivity. Risk variables did not moderate the intervention effects. The results indicate that ABC shows promise for improving parent outcomes in community settings, supporting dissemination.

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