Strengthening children’s roots of resilience: Trauma-responsive early learning

Lipscomb, Shannon T.; Hatfield, Bridget E.; Lewis, H. Gregg; Goka-Dubose, Emiko; Fisher, Philip A.

doi:10.1016/j.childyouth.2019.104510

Cited by 19 publications

(20 citation statements)

References 50 publications

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“…If true, these associations highlight the potential of educational attainment to moderate other deleterious environmental effects. This inference is consistent with the evidence that higher-quality early education programmes (e.g., the Head Start Programme) can help buffer or protect individuals from the negative effects of ELA later in life 43 . Important goals for future work will be to examine the impact of such inventions longitudinally given that several other factors can modify the effects of exposure to ELA.…”

Section: Discussionsupporting

confidence: 88%

The Impact of Early Adversity and Educational Attainment on Genetic and Brain Morphological Predictors of Intelligence

Corley

Fahey²,

Fitzgerald³

et al. 2022

European Neuropsychopharmacology

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Section: Discussionsupporting

confidence: 88%

The Impact of Early Adversity and Educational Attainment on Genetic and Brain Morphological Predictors of Intelligence

Corley

Fahey²,

Fitzgerald³

et al. 2022

European Neuropsychopharmacology

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“…In a systematic review of trauma-informed programs in schools and early childhood settings, Berger (2019) found few evidence-based trauma-informed professional development programs for early childhood educators. Programs with early childhood professionals include the Roots of Resilience program (Lipscomb et al, 2019), the STRIVE program (McConnico et al, 2016, HSTS (Holmes et al, 2015;Saint Gilles & Carlson, 2020), and the Enhancing Trauma Awareness Program (Whitaker et al, 2019). These trauma-informed programs have been shown to enhance early childhood educators' trauma knowledge (Saint Giles & Carlson, 2020;Lipscomb et al, 2019) and self-efficacy when responding to trauma-exposed children (Whitaker et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Programs with early childhood professionals include the Roots of Resilience program (Lipscomb et al, 2019), the STRIVE program (McConnico et al, 2016, HSTS (Holmes et al, 2015;Saint Gilles & Carlson, 2020), and the Enhancing Trauma Awareness Program (Whitaker et al, 2019). These trauma-informed programs have been shown to enhance early childhood educators' trauma knowledge (Saint Giles & Carlson, 2020;Lipscomb et al, 2019) and self-efficacy when responding to trauma-exposed children (Whitaker et al, 2019). The results of this study indicate that it is imperative for researchers to continue to develop and evaluate traumainformed programs for early childhood professionals.…”

Section: Discussionmentioning

confidence: 99%

“…An evaluation revealed that the STRIVE program increased early childhood professionals' confidence and self-efficacy when supporting trauma-exposed children (McConnico et al, 2016). Similarly, Lipscomb et al (2019) evaluated a traumainformed online professional development program for US early childhood educators and results indicated this program supported and enhanced early childhood educators' "knowledge and application of practices consistent with trauma-responsive care (p. 9)."…”

Section: Trauma-informed Practice and Programsmentioning

confidence: 99%

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Early Childhood Professionals’ Perspectives on Dealing with Trauma of Children

Berger

O’Donohue

et al. 2022

School Mental Health

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Childhood trauma is a significant concern in Australia and internationally. Professionals working in the early childhood education sector (i.e., providing early childhood education and care to infants, toddlers, and children from birth to age eight) are positioned to provide valuable support for children affected by trauma. However, there is less research on early childhood professionals’ perspectives and experiences of supporting trauma-exposed children compared to other education professionals (e.g., primary and secondary school teachers). This study explored early childhood professionals’ perspectives and experiences in relation to supporting children exposed to trauma. Semi-structured interviews were conducted with 14 early childhood professionals in Victoria, Australia, and data were analysed using thematic analysis. The findings illustrate that while educators develop valuable skills and experience growth from supporting trauma-exposed children and their families, they also experience emotional distress and challenges. Educators noted that there are limited professional development opportunities to learn about childhood trauma, and limited access to qualified and knowledgeable staff who can help them when supporting these learners. Implications from this study emphasise the importance of designing and delivering trauma-based professional learning opportunities and policies for early childhood educators.

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“…Describing the procedures of the promoting resilience through e‐learning throughout the worst seismic events, Ayebi‐Arthur 24 organized the dominant themes extracted from data analysis and discussed the communication of crises, Information Technology (IT) infrastructure, e‐learning technology, time of crisis in academic year, and planning strategy of the e‐learning system. Having designed the foundation of resilient programs for addressing lack of professional support to meet the requirements of the children concreted by the injury through online courses, Lipscomb et al 25 studied the resilience with emphasis on feasibility and examined teachers' learning and practice against the injury. Amann and James 26 developed a system to evaluate the resilience factors in terms of the sustainable digital investigation capacity.…”

Section: Literature Reviewmentioning

confidence: 99%

Combined adaptive neuro‐fuzzy inference system and genetic algorithm for e‐learning resilience assessment during COVID‐19 pandemic

Shokouhifar

Pilevari

2021

Concurrency and Computation

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Given the growing use of e-learning and expansion of internet-based infrastructure during COVID-19 epidemic, the need for a resilient approach to e-learning systems is deeply felt. This article introduces a combined technique utilizing adaptive neuro-fuzzy inference system (ANFIS) and genetic algorithm (GA), named ANFIS-GA, to evaluate e-learning resilience. In the proposed ANFIS model, 22 features from five main factors including individual, technology, content, agility, and assessment/support factors are used as fuzzy inputs, while the e-learning resilience is considered as a single output of the model. To select the most significant features for the evaluation of the e-learning resilience, an evolutionary feature selection based on GA is used. The proposed ANFIS-GA model has been successfully developed for evaluation of e-learning resilience in virtual Iranian university. According to the obtained results, agility is the most important factor, and then, technology and assessment/support factors have the next priorities to evaluate e-learning resilience in virtual Iranian university. Statistical analysis demonstrated that there is no significant difference between the experts' opinion and the resilience obtained via the proposed model. The proposed ANFIS-GA model can be used in any educational institution to evaluate the improvement of resilience in e-learning.

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Strengthening children’s roots of resilience: Trauma-responsive early learning

Cited by 19 publications

References 50 publications

The Impact of Early Adversity and Educational Attainment on Genetic and Brain Morphological Predictors of Intelligence

The Impact of Early Adversity and Educational Attainment on Genetic and Brain Morphological Predictors of Intelligence

Early Childhood Professionals’ Perspectives on Dealing with Trauma of Children

Combined adaptive neuro‐fuzzy inference system and genetic algorithm for e‐learning resilience assessment during COVID‐19 pandemic

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