Examining School Attachment, Social Support, and Trauma Symptomatology Among Court-Involved, Female Students

Intervention Response to the Trauma-Exposed, Justice-Involved Female Youth: A Narrative Review of Effectiveness in Reducing Recidivism

“…Crosby and colleagues’ study sample was comprised of 141 female residential placement students with 56% of participants the subject of abuse and neglect petitions, and 44% of participants required by the court, due to delinquency. Participants had high trauma symptomology, lower socio-economic status, as well as the history of neglect and abuse [ 50 ]. The Harold and colleagues’ study examined a sample of 166 girls with 81 receiving the MTFC intervention and the other 85 control group receiving group care (GC) service-as-usual.…”

“…Bank and colleagues’ intervention approach was based on skill building, which included a DBT skills-training group [ 49 ]. Crosby and colleagues’ study included two intervention approaches—skill building and counseling—and implemented the Monarch Room (MR) for brief intervention, including talk therapy and problem-solving to help in de-escalation [ 50 ]. Roberts-Lewis and colleagues also included skill building and counseling intervention approaches, specifically using group therapy, education, Cognitive behavioral therapy (CBT), 12-step program, education, and other treatments [ 47 ].…”

Understanding How School Climate Affects Overall Mood in Residential Care: Perspectives of Adolescent Girls in Foster Care and Juvenile Justice Systems

“…A handful of recent study findings (Crosby et al., ; Somers et al., ) suggest that academic development can be enhanced by social supports from caregivers in their home as well as from a non‐family adult outside of the school (e.g., educators, school staff). A recent study found that social supports from caregivers (Somers et al., ) and non‐family adult (Crosby et al., ) were positively related to higher school grades.…”

“…A handful of recent study findings (Crosby et al., ; Somers et al., ) suggest that academic development can be enhanced by social supports from caregivers in their home as well as from a non‐family adult outside of the school (e.g., educators, school staff). A recent study found that social supports from caregivers (Somers et al., ) and non‐family adult (Crosby et al., ) were positively related to higher school grades. The school in the residential care in the study focuses heavily on not only academics and high‐quality teaching, but also on supportive staff members who encourage the students (Crosby et al., ; Somers et al., ).…”

“…A recent study found that social supports from caregivers (Somers et al., ) and non‐family adult (Crosby et al., ) were positively related to higher school grades. The school in the residential care in the study focuses heavily on not only academics and high‐quality teaching, but also on supportive staff members who encourage the students (Crosby et al., ; Somers et al., ).…”