A Framework for School-Based Psychological Evaluations: Utilizing a ‘Trauma Lens’

Abstract

Despite an increased recognition of the prevalence of exposure to traumatic stress in the lives of children, relatively little attention has been devoted to their socioemotional functioning and learning experiences at school. This article identifies a framework for trauma-informed psychological evaluation practices adapted to a school setting to facilitate the development of intervention strategies to account for trauma-related obstacles to learning. Specifically, the goals of the current article include the following: (a) to provide a discussion of critical considerations or roadblocks that create challenges for the assessment of traumatized children at school, (b) to identify several primary functional domains in which children manifest trauma-related difficulties at school, (c) to identify core issues that characterize each functional domain, and (d) to propose a general framework for evaluating these issues.

The importance of teacher social and emotional competence tot he development of prosocial classrooms: the role of teacher preparation

“…The demands on education today are greater than at any other time in our history as a result of enormous social change manifesting into widespread social problems, and the resultant burgeoning of mental health disorders and psychopathology (Buchanan, Gueldner, Tran, & Merrell, 2009;Darling-Hammond, 2006;Greenberg et al, 2003;Greenberg et al, 1999;Noddings, 1995;Tishelman, Haney, O'Brien, & Blaustein, 2010;Tom, 2012).…”

“…The first is the increasing disaffection and alienation of a large percentage of students whose lack of connection and sense of belonging in school have seriously impinged upon not only their academic performance, but also upon their social and emotional health (Blum, Libbey, Bishop, & Bishop, 2004;Boyce, King & Roche, 2007;Durlak et al, 2011;Tishelman, Haney, O'Brien, & Blaustein, 2010). The second is the impact of occupational stress on teacher attrition rates.…”

“…Recurrent social upheaval occurs as a result of increased social, emotional and economic pressures existing. For example, the pressure of high mortgages, debt, materialism, and consumerism have placed an unhealthy burden on members of society particularly parents which has led to the increased likelihood of separation, divorce, displacement, detachment, and trauma (Buchanan et al, 2009;Greenberg et al, 2003;Greenberg et al, 1999;Noddings, 1995;Tishelman, Haney, O'Brien, & Blaustein, 2010;Tom, 2012). We have also seen the slow erosion of community organizations that were inherently invested in, and encouraged children's social, emotional, and moral growth as valued young citizens (Greenberg et al, 2003).…”

“…Finally, we are coming to terms today with the reality of the pervasive and, at times, destructive nature of social media that can support, encourage, and pressure unhealthy interactions and dysfunctional or antisocial behaviour among children and young adults (Elbertson et al, 2010;Greenberg et al, 2003). Social media as well as mass media and news outlets continually bombard the public with images and news of terrorism, child abuse, suicide, domestic violence, and natural disasters that can all lead, according to Tishelman et al (2010), to the development of a trauma lens for young people. Greenberg et al (2003) Greenberg et al (2003) find even more concerning is that our schools are confronted by "unprecedented challenges to educate an increasingly multicultural and multilingual student body and to address the widening social and economic disparities" (p. 467).…”

A normal response to abnormal events: a model for a tier 5 substance abuse program for youth

“…• Academic achievement that is discrepant from measured cognitive ability • Achievement deficits that are insufficiently explained by intellectual and socioemotional contributions (Adapted from Tishelman et al, 2010) …”