A Cross-Site Partnership to Examine Implementation and Sustainability of a School-Based Trauma Program

Abstract

This study contributes to the paucity of empirical information on the organizational factors that influence the implementation of evidence-based mental health interventions in schools. Our findings reveal that different implementation strategies across policies, structures, and resources can result in implementation of a school-based intervention. Frameworks such as Mendel's can be helpful in identifying areas of strength and improvement of implementation within a school organization.

Understanding the need and opportunity for a trauma-informed early childhood organisations (TIO) program using intervention mapping

“…At the community level, cross-sector collaboration based on shared understanding of trauma (e.g., Barto et al, 2018), intra- and inter-organisation partnerships (e.g., Vendetti et al, 2017), and community education (e.g., Ahrens et al, 2022) to ensure shared trauma-informed language, are identified as critical factors. Organisations’ readiness to change (e.g., Winters et al, 2020), vision for trauma-informed approaches (e.g., Popescu et al, 2017), culture (e.g., Unick et al, 2019), climate (e.g., Maltzman et al, 2011), structure (e.g., Vona et al, 2018), and policy landscape (e.g., Winters et al, 2020) influence buy-in, intervention acceptance and sustainability. Leadership commitment (e.g., Atwool et al, 2019; Kim et al, 2021) is also an essential factor, as leaders are important drivers of organisational change.

Figure 1.Determinants of trauma-informed change identified from systematic review.

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From the frontlines: developing an educator-led professional learning series to improve K-12 educators' use of trauma-responsive and healing-centered practices

“…Indeed, much of the empirical evidence of effective trauma-informed approaches in school-based settings emphasize individual or group intervention programs facilitated by a clinician, such as a psychologist or school social worker (Herrenkohl et al, 2019). Clinician-led models which screen students for acute trauma symptoms and exposure to identify specific interventions for particular students are prevalent (Hoover et al, 2018;Nadeem et al, 2018;Vona et al, 2018).…”