Supporting Social and Emotional Skills After a Disaster: Findings from a Mixed Methods Study

Powell, Tara; Bui, Tuyen

doi:10.1007/s12310-016-9180-5

Cited by 23 publications

(14 citation statements)

References 45 publications

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“…However, when all students in a school experience a common trauma, the school may wish to take a universal approach to foster coping with that specific experience (Nastasi, Overstreet, & Summerville, 2011). In this issue, Powell and Bui (2016) report on the efficacy of Journey of Hope, an eight-session intervention designed for use at the universal level following exposure to a disaster. Their comparison of students who participated in a Journey of Hope group to students in a wait-list control group revealed significant increase in positive coping and prosocial behaviors among Journey of Hope students.…”

Section: Responding To Trauma and Resisting Retraumatizationmentioning

confidence: 99%

Trauma-Informed Schools: Introduction to the Special Issue

Overstreet

Chafouleas

2016

School Mental Health

150

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This special issue on trauma-informed schools is the first compilation of invited manuscripts on the topic. The forces behind the movement and key assumptions of trauma-informed approaches are reviewed. The first eight manuscripts in Part 1 of the special issue present original empirical research that can be used to support key assumptions of trauma-informed approaches to school service delivery. Part 2 of the special issue opens with a blueprint for the implementation of trauma-informed approaches using a multitiered framework, which is followed by three case studies of the use of multitiered frameworks to implement trauma-informed approaches in schools. The special issue concludes with a commentary on future directions for the trauma-informed school movement.

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Section: Responding To Trauma and Resisting Retraumatizationmentioning

confidence: 99%

Trauma-Informed Schools: Introduction to the Special Issue

Overstreet

Chafouleas

2016

School Mental Health

150

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“…Several interventions included a play component, but as this is not easy to classify into a single and exclusive category (Capurso & Ragni, 2016), it should be considered an integral part of the other components. Overall, 21 interventions were reported as manualized, of which 16 used ten previously-validated models for crisis intervention, namely the Critical Incident Stress Management Model (CISM; Morrison, 2007), the ERASE -Stress Program , the I-DEAL psychosocial support intervention (Griede & Speelman, 2007), the Mindfulness-Oriented Meditation training programme (MOM; Fabbro & Crescentini, 2016), The Journey of Hope (Powell & Bui, 2016), the Maytiv programme (Shoshani & Steinmetz, 2014), the Classroom-based School Reactivation Program (Wolmer et al, 2003), the Building Resilience Intervention (BRI; Baum et al, 2009), the Teaching Recovery Techniques (TRT; Smith et al, 2007), and the School Mediation Intervention (SMI; Humphries, 1999).…”

Section: The Intervention Componentmentioning

confidence: 99%

Universal crisis psychoeducational interventions in schools: A scoping review

Capurso

Stasio²,

Ragni

2022

School Psychology International

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In times of crisis, schools are expected to help students deal with the situation and any help offered should consider the social and emotional problems arising from the critical event. Therefore, school-based activities enabling children to recognize the experience and work through it are essential to sustain their normal development and prevent academic and mental health problems. This paper provides an overview of the literature on universal school crisis interventions. We performed a scoping literature search in Scopus, ERIC, and Psych Info for articles published between January 2000 and May 2021 and identified 32 universal school-based crisis interventions based on three main crisis types (armed conflict, natural disaster, and Covid-19). Analysis of the methodologies and theoretical backgrounds generated six key psychoeducational factors commonly adopted. Comparing the different programmes in terms of topics, course content, duration, and methodology can help administrators and educators select the most appropriate crisis intervention for their school and situation. We also discuss the collaboration between mental health care specialists, school teams, and other important factors needed to implement these programmes and ensure their effectiveness under real-life conditions.

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“…Despite the accumulating evidence in these two areas, relatively little work has investigated effective policy interventions designed to limit or prevent exposure to crime and violence in community and neighborhood settings. Although there is growing use of and increasing research evidence on schoolbased practices that mitigate the negative impacts of exposure to violence after the fact (e.g., traumainformed teaching) (Overstreet and Chafouleas 2016;Powell and Bui 2016;Dorado et al 2016), less work has been devoted to understanding effective policies to limit or prevent exposure to crime and violence in the first place.…”

Section: <A>1 Introductionmentioning

confidence: 99%

Can Community Crime Monitoring Reduce Student Absenteeism?

Gonzalez

Komisarow

2023

Education Finance and Policy

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In this paper we study the impact on student absenteeism of a large, school-based community crime monitoring program that employed local community members to monitor and report crime on designated city blocks during times when students traveled to and from school. We find that the program resulted in a 0.58 percentage point (8.5 percent) reduction in the elementary school-level absence rate in the years following initial implementation. We discuss and explore potential channels to explain this and believe our results are most consistent with improved neighborhood conditions in the form of reduced crime as an underlying mechanism.

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Supporting Social and Emotional Skills After a Disaster: Findings from a Mixed Methods Study

Cited by 23 publications

References 45 publications

Trauma-Informed Schools: Introduction to the Special Issue

Trauma-Informed Schools: Introduction to the Special Issue

Universal crisis psychoeducational interventions in schools: A scoping review

Can Community Crime Monitoring Reduce Student Absenteeism?

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