| PLAIN LANGUAGE SUMMARY | The review in briefDespite growing support and increased rate of which traumainformed approaches are being promoted and implemented in schools, evidence to support this approach is lacking. | What is this review about?Exposure to different types of trauma have been associated with varying types and complexity of adverse outcomes, including adverse effects on cognitive functioning, attention, memory, academic performance, and school-related behaviors. Given the growing research on trauma and increased knowledge about the prevalence, consequences and costs associated with trauma, there have been increased efforts at the local, state and federal levels to make systems "trauma-informed" (Lang, Campbell, & Vanerploeg, 2015). While the intent of creating trauma-informed approaches in schools is a noble one, relatively little is known about the benefits, costs, and how trauma-informed approaches are being defined and evaluated (Berliner & Kolko, 2016).Adopting a trauma-informed approach in a complex system such as a school building or district is a time consuming and potentially costly endeavor and thus it is important to assess the effects of this approach to inform policy and practice.This aim of this review was to assess trauma-informed approaches in schools on trauma symptoms/mental health, academic performance, behavior, and socioemotional functioning.Trauma-informed approaches include programs, organizations, or systems that realize the impact of trauma, recognize the symptoms of trauma, respond by integrating knowledge about trauma policies and practices, and seeks to reduce retraumatization. At least two of the three key elements of a trauma-informed approach must have been present: Workforce development, trauma-focused services, and organizational environment and practices, which differ from trauma-specific interventions designed to treat or otherwise address the impact/symptoms of trauma and facilitate healing. What is the aim of this review?This Campbell systematic review sought to examine the effects trauma-informed schools on trauma symptoms/ mental health, academic performance, behavior, and socioemotional functioning. Although we conducted a comprehensive search to find studies testing traumainformed approaches in schools, no studies met the inclusion criteria.

Despite growing interest in psychopathic personality features in juvenile offenders, few studies have examined the relationship between childhood trauma and psychopathy. The present study utilized two datasets: 253 adolescents in a residential facility for juvenile offenders in Pennsylvania and 723 institutionalized delinquents in Missouri. Zero-order correlations and linear regression techniques were employed for boys and girls to examine the relationships between trauma, assessed using the Massachusetts Youth Screening Instrument Version 2 (MAYSI-2) Traumatic Experiences Scale and the Childhood Trauma Questionnaire (CTQ), and psychopathy as measured by the Youth Psychopathic Traits Inventory (YPI) and the Psychopathic Personality Inventory-Short Form (PPI-SF). Results indicate that psychopathy is significantly correlated with childhood trauma. For the Missouri data, trauma significantly predicted psychopathy scores for both boys and girls. These results suggest that nuanced understanding of traumatic history of these adolescents may not only be a pathway to psychopathy but also a critical part of their overall assessment and treatment plan.

Purpose: Virtual reality exposure therapy (VRET) is an intervention used to treat alcohol and nicotine dependence that delivers cue exposure therapy using a virtual reality environment; however, little is known about the effects of these interventions. Method: We used systematic review methods to examine the effects of VRET on alcohol or nicotine dependence, craving, and substance use with persons with current nicotine or alcohol dependence. We conducted a comprehensive search to retrieve published and unpublished intervention studies in 18 databases and other gray literature sources. Studies were screened, and data were extracted by two independent reviewers. Results: Five studies including 212 participants were included. Effects were found for alcohol and nicotine dependence and craving; however, significant methodological issues and high risk of bias were present across studies. Conclusion: Evidence of effects of VRET is sparse, and methodological flaws and gaps in reporting were identified. Implications for practice and research are discussed.

To examine the effects on anxiety of mindfulness-based interventions (MBIs) among youth with anxiety disorders. Method: Systematic review and meta-analytic procedures were employed to synthesize experimental and quasi-experimental studies authored between 1980 and 2015. Results: The search yielded five studies from five countries reporting results for a total of 188 youth between the ages of 5 and 18 (mean age 13.26) who met criteria for an anxiety disorder. Risk of bias varied across studies. Meta-analytic results suggest a moderate and significant effect (g ¼ .62; 95% confidence interval ¼ [0.20, 1.04], p ¼ .004). Heterogeneity was moderate (I 2 ¼ 47.22) and not statistically significant (Q ¼ 7.58, df ¼ 4, p ¼ .11), thus moderator analyses were not warranted. Discussion: The findings of this review suggest that MBIs for the treatment of anxiety in youth with anxiety disorders are effective.