Understanding the Necessity of Trauma-Informed Care in Community Schools: A Mixed-Methods Program Evaluation

Baez, Johanna C.; Renshaw, Kristen J.; Bachman, Lauren E. M.; Kim, David; Smith, Veronica D.; Stafford, Rose E.

doi:10.1093/cs/cdz007

Cited by 19 publications

(7 citation statements)

References 16 publications

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“…These studies illustrate that a major component of large-scale intervention research centers on finding a universal approach to supporting all youth. Consequently, a common critique in the literature is that there are too few programmatic resources designed for specific subgroups, such as children with varying levels of trauma (Báez et al, 2019), children of military families (Brendel et al, 2014), teens in pregnancy prevention programs (Martin et al, 2017) and preschool-age children (Loomis, 2018). For example, Merritt and Klein (2015) used a multivariate analysis of NSCAW II and Preschool Language Scales–3 data from young trauma-exposed children in Child Welfare Services ( n = 1,652) and found that children who were enrolled in Early Childhood Education programs had better language development outcomes at an 18-month follow-up than those who were not participating in Early Childhood Education programs, although the size of the observed effect was modest.…”

Section: Resultsmentioning

confidence: 99%

Seeing Race in the Research on Youth Trauma and Education: A Critical Review

Alvarez

2020

Review of Educational Research

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The growing body of scholarship on youth trauma in educational contexts has yielded promising discoveries about resources, programs, and practices that may improve success outcomes for trauma-exposed youth in U.S. schools. However, there is a lack of systematic review of this research from a race-conscious perspective. This article uses a racialization framework to examine how trauma is discussed in the literature with respect to youth in preK–12 educational contexts. This review sheds light on the potential ways a structurally racist and White supremacist system can shape students’ experiences with trauma and the dominant explanatory frames for discussing and addressing trauma. Finally, this article contributes ideas for conducting race-conscious trauma research, shifting trauma discourses, and building race-conscious pathways for supporting trauma-exposed youth.

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Section: Resultsmentioning

confidence: 99%

Seeing Race in the Research on Youth Trauma and Education: A Critical Review

Alvarez

2020

Review of Educational Research

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“…A growing body of research has examined the processes involved in building a community's capacity for traumainformed practice by expanding existing work on therapeutic communities (Arnold et al, 2020;Báez et al, 2019;Longhi et al, 2019;Matlin et al, 2019;Pinderhughes et al, 2015;Tebes et al, 2019). The Sanctuary Model (Esaki et al, 2013) is a trauma-informed organizational change intervention based on the concept of therapeutic communities.…”

Section: Trauma-informed Community-based Interventionsmentioning

confidence: 99%

“What Does it Mean to be Trauma-Informed?”: A Mixed-Methods Study of a Trauma-Informed Community Initiative

et al. 2022

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Trauma during childhood has the potential to adversely affect one's physical, cognitive, emotional, and social development across the life span. However, the adverse effects of trauma can be prevented and mitigated through holistic services and supports that are trauma-informed. The Pottstown Trauma-Informed Community Connection (PTICC) is a community-based initiative that aims to build a trauma-informed community through training diverse stakeholders (e.g., school staff, providers, community leaders, parents) on the potential signs and symptoms of child trauma and how to create safe physical and emotional environments for children and families. This paper presents findings from a mixed-methods study of education and community partners' (N = 82) experiences in PTICC and their understandings of what it means to become traumainformed. Paired sample t-tests found significant changes in participants' beliefs about trauma-informed practice, but there were no changes in participants' perceptions of the impacts of PTICC on their use of trauma-informed practices and supports. Focus groups with education (n = 6) and community (n = 5) partners found that participants regarded being "trauma-informed" as reframing one's perspective, being more self-reflective, acquiring skills to respond more effectively to others who have experienced trauma, and having a sense of hope for the future. Findings also revealed perceived benefits of trauma training and challenges associated with getting others to buy-in to trauma-informed work. Potential methodological considerations for future community-engaged research in building trauma-informed communities are discussed. These considerations include the need to address ceiling effects, disaggregate data, and mitigate challenges associated with participant engagement.

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“…The question remains: What is the value of trauma-informed training for teachers in terms of how it affects their own need for support? Báez et al (2019) advocated for a more integrated approach with targeted support for those who have experienced higher trauma levels, rather than exclusive reliance on teaching self-regulatory skills.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…The emergence of community schools and the growing awareness of the effects of trauma on learning and social skills have effected changes in school programming to provide integrated systems of support (Báez et al, 2019). The literature review is focused on school counselor-principal collaboration, trauma-informed support for school counselors and school staff, the American School Counselor Association's ASCA National Model (ASCA, 2019) reaching more students, and expanding the network to increase social capital.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…The authors also recommended viewing learning from a "trauma-informed lens" to foster resilience (Alvarez et al, 2022, p. 6). Báez et al (2019) advocated that school professionals first learn about the nature of trauma and its impact on children and adults, prior to strategically planning how to address health and psychosocial barriers to learning. While assisting in the delivery of systemic interventions in an MTSS format, the school counselor's role can also include coordinating and presenting professional development for trauma-informed training (Rumsey & Milsom, 2019).…”

Section: Review Of the Literaturementioning

confidence: 99%

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A Blueprint for Collaborative Action to Build a Trauma-Informed School: A Case Study

Somers

Wheeler

2022

Professional School Counseling

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Analysis of multiple forms of data from a high-need K–8 charter school led to the hypothesis that increasing disciplinary disruptions and poor student academic achievement were the results of endemic student trauma. The principal, the lead school counselor, and an advisory council created a plan to explore and address behavioral and social/emotional issues, and wrote grants to sustain programming changes. The school achieved success in multiple areas, including: improving its comprehensive school counseling program using the ASCA National Model framework; benchmarking its practice with the ASCA School Counselor Professional Standards & Competencies; reducing noncounseling duties for school counselors and providing 80% direct and indirect services to students; reducing the school counselor-to-student ratio; restructuring student discipline policies through the implementation of school-wide trauma-informed care practices; and utilizing social/emotional learning and trauma-informed lessons in the classroom. This case study outlines how one school created multidisciplinary internal and community-based teams to support trauma-informed practices for students, teachers, staff, and families, while emphasizing school counselor–principal leadership to build social capital. The discussion includes a review of progress toward systemic change goals.

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Understanding the Necessity of Trauma-Informed Care in Community Schools: A Mixed-Methods Program Evaluation

Cited by 19 publications

References 16 publications

Seeing Race in the Research on Youth Trauma and Education: A Critical Review

Seeing Race in the Research on Youth Trauma and Education: A Critical Review

“What Does it Mean to be Trauma-Informed?”: A Mixed-Methods Study of a Trauma-Informed Community Initiative

A Blueprint for Collaborative Action to Build a Trauma-Informed School: A Case Study

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