Demonstration of a Trauma-Informed Assessment to Intervention Model in a Large Urban School District

Embse, Nathaniel P. von der; Rutherford, Laura E.; Mankin, Ariel; Jenkins, Andrew

doi:10.1007/s12310-018-9294-z

Cited by 29 publications

(16 citation statements)

References 54 publications

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“…Previously, nothing was found in the extant literature about interventions specifically for teachers' STS. The intervention studies were focused on supporting students [18,19]. The current study, however, investigated the impact of SCORE on STS.…”

Section: Discussionmentioning

confidence: 99%

“…Findings from Berger et al [18] suggest that teachers reduced their own symptoms of stress associated with primary and secondary trauma after teaching a 16-week intervention to their students after experiencing an earthquake. Otherwise, the focus on trauma in education settings has been about teachers supporting their students through traumatic experiences versus supporting teachers who exhibit signs of STS [19]. Though burnout and STS are distinct constructs and experiences, stress management and self-care may play a key role in healing from and/or preventing the development of these conditions.…”

Section: Introductionmentioning

confidence: 99%

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Self-Care Options for Resilient Educators (SCORE) Teaches Aspiring Teachers How to Manage Stress in Light of COVID-Related Disruptions

Ansley¹,

Wander²

2021

obm icm

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Self-Care Options for Resilient Educators (SCORE) is an 8-week, asynchronous virtual training program that teaches stress management skills relevant to educators’ job-related responsibilities and interpersonal interactions. From January-April 2020, 28 pre-service teachers participated in a quasi-experimental study of SCORE’s feasibility and preliminary efficacy. Volunteers chose to either complete SCORE concurrent with their teaching internship or to complete the same assessments for comparison purposes. Recruitment and implementation took place prior to COVID-19 disruptions. Then, six weeks into SCORE, the participants encountered unanticipated school closures and uncertainties associated with their internships (e.g., Would they be able to complete their internships and degree programs? Would they be eligible to teach the next school year?). Despite disruptions to their teaching internships, the remote format of SCORE allowed the study to continue and for participants to complete the full training. Pre-intervention to post-intervention changes in outcomes for the intervention group reflected large effect sizes for decreases in burnout and increases in teacher efficacy. There were medium effects for increased self-compassion and small-to-medium effects for increased cognitive reappraisal. However, pre-to-post intervention differences for the comparison group were relatively unchanged on most indicators. Results for secondary traumatic stress was remarkable, as the comparison group demonstrated a medium-to-large effect for an increase at post-intervention. This measure, however, revealed no effect in change for program participants. This finding is noteworthy and suggests that participation in SCORE or a similar program may help mitigate the potentially harmful effects of exposure to secondary trauma. Overall, this study’s results support arguments for including stress management training during pre-service teaching internships.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Self-Care Options for Resilient Educators (SCORE) Teaches Aspiring Teachers How to Manage Stress in Light of COVID-Related Disruptions

Ansley¹,

Wander²

2021

obm icm

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“…47 A recent pilot of efforts to implement trauma-informed approaches within a PBIS framework-particularly tiers 1 and 2-suggests that there is potential for this framework to be useful, but additional research is needed. 48 Whereas little is known about the impact of whole-school trauma-informed strategies, there is significant empirical support for clinical interventions for those identified as needing support in tiers 2 and 3 of a MTSS. 41,45 For example, cognitive behavioral interventions for trauma in schools and trauma-focused cognitive behavioral therapy are well-established with multiple rigorous evaluations.…”

Section: School-based Trauma-informed Framework and Programsmentioning

confidence: 99%

“…19 However, such targeted approaches may not be able to serve the needs of all students who are experiencing trauma. In particular, in their evaluation of a PBIS approach to trauma, von der Emse et al 48 noted that schools with large proportions of students with unmet needs are likely to experience challenges as they work to implement tier 2 and tier 3 interventions; in many cases, more students need services than resources can provide.…”

Section: School-based Trauma-informed Framework and Programsmentioning

confidence: 99%

Moving Policy Toward a Whole School, Whole Community, Whole Child Approach to Support Children Who Have Experienced Trauma

Temkin

Harper

Stratford

et al. 2020

Journal of School Health

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BACKGROUND:As attention to the potential negative outcomes of childhood trauma has grown, so have calls for schools to take an active role in supporting students experiencing trauma. These calls extend beyond efforts initiated by individual schools to include those mandated by state law, which largely focus on teacher training and on screening for adversity. METHODS:This article explores the evidence base and limitations for current approaches in state law and explores how policies to address other student health, safety, and wellness issues can help either ameliorate or exacerbate students' experiences with trauma. RESULTS:Few trainings for nonclinical staff have rigorous evidence of effectiveness, and based on evidence of teacher trainings on other topics, cannot work in environments that do not actively reinforce and encourage the application of that knowledge. Trainings also largely do not acknowledge the structures and systems, including systemic racism within schools, that may contribute to disparate rates of adversity for black and American Indian and Alaskan Native children. Screening carries several risks, including confounding adversity with experiencing trauma, missing broader contextual adversity, and potentially retraumatizing children. CONCLUSIONS:State policymakers need to take a more holistic approach in creating policies to support students experiencing trauma.

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“…In order to implement this holistic approach to trauma-informed practices in schools, teachers need training, support, and clarity on roles and responsibilities. Recently von der Embse et al (2019) proposed implementing a decision-making framework together with Positive Behavior Intervention Support to support an integrated trauma-informed approach in urban schools. This framework included in-service teacher training on both universal mental health screening and effective classroom management practices under the guidance of coaches providing continuous feedback to facilitate development of teachers’ classroom management skills.…”

Section: The Need For Trauma-informed Schoolsmentioning

confidence: 99%

Preparing Teacher Candidates for Trauma-Informed Practices

et al. 2020

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Children who experience trauma may experience negative health and educational outcomes. Teachers are critical stakeholders in trauma-informed schools and are tasked with recognizing and responding to the needs of students who experience trauma. However, teachers face barriers to implementing trauma-informed practices, including high levels of stress and lack of preparation. This article describes training embedded in an urban teacher preparation program aimed at increasing the trauma knowledge and skills confidence of teacher candidates. Findings suggest the training helped teacher candidates increase knowledge and skills and met stated needs. Recommendations for future research and implications for teachers and teacher educators are discussed.

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Demonstration of a Trauma-Informed Assessment to Intervention Model in a Large Urban School District

Cited by 29 publications

References 54 publications

Self-Care Options for Resilient Educators (SCORE) Teaches Aspiring Teachers How to Manage Stress in Light of COVID-Related Disruptions

Self-Care Options for Resilient Educators (SCORE) Teaches Aspiring Teachers How to Manage Stress in Light of COVID-Related Disruptions

Moving Policy Toward a Whole School, Whole Community, Whole Child Approach to Support Children Who Have Experienced Trauma

Preparing Teacher Candidates for Trauma-Informed Practices

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