Buffering the effects of childhood trauma within the school setting: A systematic review of trauma-informed and trauma-responsive interventions among trauma-affected youth

Fondren, Kaitlin; Lawson, Monica; Speidel, Ruth; McDonnell, Christina G.; Valentino, Kristin

doi:10.1016/j.childyouth.2019.104691

Cited by 50 publications

(37 citation statements)

References 101 publications

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“…However, drama therapists report a specialization in working with students adversely impacted by exposure to traumatic events. This clinical focus is in line with a general shift within school services to provide trauma-informed psychological support (Chafouleas et al, 2016;Fondren et al, 2020;. As drama therapists are beginning to more formally engage and analyze their school-based practice, it may be that their clinical focus is shaped by this broader movement within school mental health.…”

Section: Discussionmentioning

confidence: 89%

Implementation of drama therapy services in the North American school system: Responses from the field

Frydman

Mayor

2021

Psychology in the Schools

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Drama therapy is an emerging mental health practice in North American schools. Yet little research has focused directly on the role of drama therapists in schools or their service navigation practices and challenges. From February to July of 2018, drama therapists affiliated with the North American Drama Therapy Association currently working in North American schools were invited to participate in an online Qualtrics survey. A qualitative thematic analysis was conducted on open-ended response items, the results of which reflect drama therapists' experiences pioneering direct and indirect services and responding to implementation challenges. Findings suggest that while drama therapists provide a number of critical school services, there are identifiable barriers to full integration into the system. Implications for drama therapists include the need for a further specified and structured role, formalized inclusion in student support teams, consistent opportunities to support both students and staff, more secure funding sources, clear implementation logistics, and increased awareness and education about drama therapy among school administrators, faculty, and mental health support staff.

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Section: Discussionmentioning

confidence: 89%

Implementation of drama therapy services in the North American school system: Responses from the field

Frydman

Mayor

2021

Psychology in the Schools

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“…They suggest that there is evidence that interventions can reduce trauma symptoms for learners and/or enhance learnings of educators but that there is concern regarding the quality of the evidence, mainly due to a lack of rigor in research method and inconsistency in approach within studies. Common concerns regarding inconsistency include wide variation in the components and aims of interventions being evaluated and outcomes being measured and a lack of a consensus in terminology used to describe aspects of interventions (Berger, 2019;Maynard et al, 2019;Fondren et al, 2020;Stratford et al, 2020).…”

Section: The Conundrum: Is Trauma-aware Education Evidence-based?mentioning

confidence: 99%

“…In their systematic review of multi-tiered, trauma-aware school interventions, Fondren et al (2020) suggest there is "strong evidence for the feasibility" (p. 15) of whole-school interventions in which support increases across tiers depending on the needs of learners. A tiered approach to trauma-aware education includes proactive, whole-of-school trauma-awareness and trauma-aware practice (tier one), targeted trauma-aware interventions and practices for particular groups (tier two), and intensive interventions and support for individual learners whose education experience is significantly impaired as a result of their experience of trauma (tier three) (Rawson, 2020).…”

Section: The Conundrum: Is Trauma-aware Education Evidence-based?mentioning

confidence: 99%

National Guidelines for Trauma-Aware Education in Australia

Howard

L’Estrange²,

Brown³

2022

Front. Educ.

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The National Guidelines for Trauma-Aware Education in Australia were developed in response to a rapidly growing interest in trauma-aware education across the country and to address the lack of site- and system-level guidance for application of trauma-aware practices in schools and early childhood services. Although research into trauma-aware education was increasing and resources and training and support programs were being developed across Australia, there were no nationally agreed upon guidelines providing consistency to thinking, policy, and practice. Drawing from public health and health promotion models for establishing guidelines for trauma-aware policy and practice, the Guidelines were developed through a thorough process of incorporating research evidence and expert and end-user input. The Guidelines were developed across 2017–2019 and were finalized in 2021 and provide an important first step in a national response to trauma-aware education in Australia. This article will describe the “story” behind the development of the Guidelines. It is hoped that this “story” will help others considering development of systemic resources to inform the establishment and enhancement of trauma-aware policy and practice in schools and early childhood education services.

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“…Tier 1 and Tier 2 intervention can be adapted to address more intensive and individual needs (Fondren et al, 2020). In addition to those interventions identified in the above sections, the following have been identified as being effective as individual interventions.…”

Section: An Antioppressive Ecological Framework For School-based Ment...mentioning

confidence: 99%

How did we get here and where do we go from here?: Supporting undocumented students through a pandemic.

DeLuca-Acconi¹,

Bessaha²,

Velázquez³

et al. 2022

School Psychology

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Communities of color have been disproportionately impacted by the coronavirus disease (COVID-19) pandemic, exposing the influence of decades of policies that have under-resourced and marginalized these communities. The history of segregation and inadequate funding in education has been exacerbated by the pandemic, compounding the educational inequities already present in the United States. The intersection of this inequity alongside immigration policies over the past years have led the undocumented student population to be adversely impacted. The lack of access to health care and social safety net programs, fear of deportation, and an over reliance on technology for schooling leaves a large segment of students vulnerable for adverse academic, emotional, and social outcomes. This paper will trace the historical path of educational segregation, immigration policies, and how these led to the disproportionate impact of COVID-19 on undocumented students. It will discuss interventions for undocumented students within an antioppressive ecological framework and the ethical responsibilities that school-based mental health professionals have to support undocumented students to fulfill their highest potential, manage the emotional toll of the pandemic, and advocate for change in immigration and educational policies. Impact and ImplicationsThe authors trace the history of segregation, inadequate educational funding, immigration policies, and lack of access to health and mental health care that have led undocumented students to be especially impacted during COVID-19. Readers may find future directions and recommendations for school mental health professionals as exciting opportunities to expand their roles including antioppressive work including advocating for human rights-based immigration reform and equitable funding.

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Buffering the effects of childhood trauma within the school setting: A systematic review of trauma-informed and trauma-responsive interventions among trauma-affected youth

Cited by 50 publications

References 101 publications

Implementation of drama therapy services in the North American school system: Responses from the field

Implementation of drama therapy services in the North American school system: Responses from the field

National Guidelines for Trauma-Aware Education in Australia

How did we get here and where do we go from here?: Supporting undocumented students through a pandemic.

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