Assessing Perceptions of Culture and Trauma in an Elementary School: Informing a Model for Culturally Responsive Trauma-Informed Schools

Blitz, Lisa V.; Anderson, Elizabeth M.; Saastamoinen, Monique

doi:10.1007/s11256-016-0366-9

Cited by 79 publications

(43 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Trauma-informed care models specifically recognize the impact trauma work has on service providers, and provide organizational support for issues related to secondary trauma in their workforce (Substance Abuse and Mental Health Services Administration, 2011). In the United States, trauma-informed care models have been studied and operationalized in a wide variety of social service and care settings (Wolf, Green, Nochajski, Mendel, & Kusmaul, 2014), including child welfare agencies (Sprang, Craig, & Clark, 2011), homeless services agencies (Hopper, Bassuk, & Olivet, 2010), and elementary schools (Blitz, Anderson, & Saastamoinen, 2016). Refugee resettlement clients would undoubtedly benefit from such an organizational approach, and the findings of this study, including the high rate of STS and burnout, and the salience of previous trauma on STS indicate that there is a need for this type of support among refugee resettlement workers.…”

Section: Discussionmentioning

confidence: 99%

Secondary Traumatic Stress and Burnout Among Refugee Resettlement Workers: The Role of Coping and Emotional Intelligence

Akinsulure‐Smith

Espinosa

Chu

et al. 2018

Journal of Traumatic Stress

View full text Add to dashboard Cite

To promote a better understanding of the impact of refugee resettlement work on refugee resettlement workers, this study examined the prevalence rates of deleterious mental health and occupational outcomes, such as secondary traumatic stress and burnout, among a sample of 210 refugee resettlement workers at six refugee resettlement agencies in the United States. The study also explored coping mechanisms used by service providers to manage work-related stress and the influence of such strategies and emotional intelligence on secondary traumatic stress and burnout. Our findings show that certain coping strategies, including self-distraction, humor, venting, substance use, behavioral disengagement, and self-blame, were strongly related to deleterious outcomes, βs = .18 to .38, ps = .023 to < .001. Emotional intelligence was a negative correlate for all outcomes, βs = -.25 to -.30, ps < .001, above and beyond the effects of trauma, coping styles, job, and demographic characteristics. These findings have potential implications for clinical training and organizational policy regarding refugee mental health.

show abstract

Section: Discussionmentioning

confidence: 99%

Secondary Traumatic Stress and Burnout Among Refugee Resettlement Workers: The Role of Coping and Emotional Intelligence

Akinsulure‐Smith

Espinosa

Chu

et al. 2018

Journal of Traumatic Stress

View full text Add to dashboard Cite

show abstract

“…Trauma, as defined by a person's subjective assignment of meaning, can result from a variety of experiences, and the impact of these experiences can be conceptualized as stemming from a single event (i.e., simple trauma) or multiple events (i.e., complex trauma) up to clusters of repeated traumas termed adverse childhood experiences. Simple trauma, meaning exposure to individual traumatic experiences, has been examined in terms of economic stress (Blitz, Anderson, & Saastamoinen, 2016), racial stress (Jernigan & Daniel, 2010), violence (Luthra et al, 2009), bullying (Carney, 2008), hurricanes (Hebert & Ballard, 2007), war (Burnham & Hooper, 2008), and sexual abuse (Brown, Brack & Mullis, 2008), and strategies for addressing these isolated stress sources have been discussed (e.g., Blitz et al, 2016;Cohen & Mannarino, 2008;Coker, Ikpe, Brooks, Page, & Sobell, 2014;Gudiño, Leonard, & Cloitre, 2016;Openshaw, 2011). Additional insights have been developed relative to complex trauma, which results from severe, co-occurring, or recurring trauma events that occur within the caregiver system or with another trusted adult beginning in childhood or adolescence (Lawson & Quinn, 2013).…”

mentioning

confidence: 99%

Beyond Complex Trauma: An Existential View of Adverse Childhood Experiences

Zyromski

Dollarhide

Aras

et al. 2018

J Humanistic Counseling

View full text Add to dashboard Cite

show abstract

“…The EDI assesses children in Kindergarten and analyzes waves of data that are used to measure school readiness, but also to identify students that are deemed to be vulnerable, as in not ready for school (Muhajarine, Puchala, & Janus, 2011). All of the staff members that teach in the Community Link schools are trained to be trauma-informed (Blitz, Anderson, & Saastamoinen, 2016).…”

Section: Relationship Of Results To Existing Literaturementioning

confidence: 99%

The efficacy of one after school program in raising reading scores in eight Northern British Columbian's vulnerable schools

Douglas¹

View full text Add to dashboard Cite

Elementary schools in Northern British Columbia with vulnerable populations are facing a decline in the academic achievement rates of their students. School districts facing these challenges are focusing their initiatives on intensive interventions to reduce and eliminate the achievement gap affecting the vulnerable populations. The After-School Academic Proficiency (ASAP) Program was a pilot project introduced to eight elementary schools with populations that were deemed vulnerable. Reading data collected from a school district located in Northern British Columbia determined that 49% of Grade 2 students were not meeting expectations. As a result of this data, the school district implemented mandatory programs in its most vulnerable schools to meet the needs of their learners. This quantitative study employed a quasi-experimental design to compare pretest and posttest data collected from the Benchmark Assessment System (BAS) to determine if attendance in the ASAP program had a significant effect on the reading levels of the participants. Fountas and Pinnell's Levelled Literacy Intervention (LLI) System was utilized to provide intensive reading interventions to 102 students in Grades 1, 2, and 3, who attended the ASAP program. The data was analyzed with ANOVA to determine if there were a significant difference in the reading achievement scores between grade levels or site locations. A paired t test was then used to analyze the effects of the after school program on the reading achievement of all the participants in the study.

show abstract

Assessing Perceptions of Culture and Trauma in an Elementary School: Informing a Model for Culturally Responsive Trauma-Informed Schools

Cited by 79 publications

References 33 publications

Secondary Traumatic Stress and Burnout Among Refugee Resettlement Workers: The Role of Coping and Emotional Intelligence

Secondary Traumatic Stress and Burnout Among Refugee Resettlement Workers: The Role of Coping and Emotional Intelligence

Beyond Complex Trauma: An Existential View of Adverse Childhood Experiences

The efficacy of one after school program in raising reading scores in eight Northern British Columbian's vulnerable schools

Contact Info

Product

Resources

About