Trauma-informed practice

2020 ◽  
Vol 2020 (2) ◽  
pp. 50-51
Author(s):  
Margot Sunderland
Keyword(s):  
Childhood Trauma ◽  
Adverse Childhood Experiences ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
Trauma Informed ◽  
Trauma Informed Practice

The symptoms of ADHD, autism and other common child diagnoses often match those of childhood trauma and adverse childhood experiences. Dr Margot Sunderland looks at the implications

scholarly journals Understanding the use, and misuse, of Adverse Childhood Experiences (ACEs) in trauma-informed policing

2019 ◽  
Vol 93 (2) ◽  
pp. 131-145 ◽  
Author(s):  
Karen Bateson ◽  
Michelle McManus ◽  
Georgia Johnson
Keyword(s):  
Adverse Childhood Experiences ◽  
Current Evidence ◽  
Childhood Experiences ◽  
Intervention Thresholds ◽  
Adverse Childhood ◽  
Trauma Informed ◽  
Trauma Informed Practice

An increased awareness about how trauma impacts upon children and adults is vital for the identification of vulnerability, development of trauma-informed policing and strengthening the case for the prevention. ACEs provide an easily understandable framework which could help to develop trauma-informed practice and responses. However, there are potential misuses of ACEs in policing, for example using ACE scores or specific single ACEs as the basis for decisions or as intervention thresholds. In this article we review the current evidence with a focus on the strengths, current issues and risks in the use of ACEs across policing.

scholarly journals A qualitative bounded case study on teacher and administrator perceptions of students' adverse childhood experiences in rural, northwest Missouri elementary school

2020 ◽  
Author(s):  
◽  
Rebecca A. Moore
Keyword(s):  
Mental Illness ◽  
Elementary Schools ◽  
Childhood Trauma ◽  
Adverse Childhood Experiences ◽  
Administrator Perceptions ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
Perceptions Of Students ◽  
Trauma Informed

The purpose of this bounded case study (Merriam and Tisdell, 2016) was to add to the existing research literature on early childhood trauma in addition to understanding teacher and administrator perceptions on students' adverse childhood experiences (ACEs) in rural, Northwest Missouri elementary schools from 2009 through 2019. Survey participants (n=31), consisting of kindergarten through third grade teachers and elementary administrators completed surveys on their perceptions of students' ACEs within their school districts. Interview participants (n=11), consisting of kindergarten through third-grade teachers and elementary principals, shared their perceptions and lived experiences of students' ACEs. Teachers and administrators noticed the most adverse childhood experiences K - 3rd grade children in rural Missouri elementary schools were exposed to include: (a) divorce, (b) substance abuse, (c) mental illness, (d) physical abuse, and (e) emotional neglect. Three themes emerged from the study: (1) the family system included household dysfunction that may include impactful events such as divorce, substance abuse, and mental illness (2) increase of teachers' and administrators' awareness of trauma, and (3) resources and supports. Teachers and administrators noticed an increase in continued trauma perceived to be because of unstable family conditions systems described by Urie Bronfenbrenner's (1970) human ecological systems theory as the microsystem. Suggested implications for teachers, administrators included: (1) an increase of teacher and administrator awareness of trauma, (2) trauma-informed training opportunities through the Missouri Trauma Informed School Initiative for teachers and administrators, (3) a curriculum focus on children's social emotional development, (4) additional youth mental health resources and support for families and school district personnel, and (5) developing and implementing a mentor program partnering teachers and administrators with families in crisis. Additionally, results from the study could aid in helping the MASA, MAESP, and MSTA consider new evidence related to student trauma in rural public elementary schools. This may lead to an opportunity for these professional organizations to review their structures in order to collaborate to create a more robust and meaningful dialogue about childhood trauma. These educational discussions may lead to compelling evidence suggesting adjustments in legislation to support children impact by adverse childhood experiences.

Building Trauma Informed Schools: A Survey of Teachers’ Knowledge, Skills and Needs

2021 ◽  
Vol 22 (1) ◽  
pp. 5-22
Author(s):  
Yvonne Vissing ◽  
Michele Solloway ◽  
Samantha Koury
Keyword(s):  
Public School ◽  
School District ◽  
New England ◽  
Adverse Childhood Experiences ◽  
Formal Training ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
Teachers And Students ◽  
Trauma Informed ◽  
K 12

Teachers regularly find themselves in situations when they are dealing with students who have experienced adverse childhood experiences (ACES) and trauma. In a survey of public school K-12 teachers in a New England school district, this article analyzes their trauma-related knowledge, skills and needs. While they feel they are doing the best they can, most do not have formal training on how to identify trauma in students or how best to address it. Most indicate that they do not have sufficient background in trauma identification, prevention or treatment and they feel they would benefit from it. Building trauma-informed schools will provide both teachers and students with greater supports and systems for more successfully addressing the traumas they carry.

scholarly journals The Prevalence of Adverse Childhood Experiences in Payatas, an Urban Poor Community in the Philippines

2020 ◽  
Vol 3 (3) ◽  
pp. 24-32
Author(s):  
Yanro Judd C. Ferrer ◽  
Roy Moore
Keyword(s):  
Childhood Trauma ◽  
Teen Pregnancy ◽  
Adverse Childhood Experiences ◽  
Urban Poor ◽  
Well Being ◽  
The Philippines ◽  
Childhood Experiences ◽  
Root Cause ◽  
Adverse Childhood

This paper aimed to determine the prevalence of Adverse Childhood Experiences (ACEs) in Payatas, an urban poor community in Quezon City, Philippines. In total, 260 people were surveyed in two areas of Payatas. The results of these surveys were then compared with existing ACE Surveys in other communities. Results found that ACEs were reported at significantly higher levels than in existing surveys, which were typically made of Middle-Class populations. The discrepancy grew at higher ACE Scores. Moderate childhood trauma, ACE Scores of 4 or more, was reported as two to five times more common in our Payatas populations than in the existing survey populations. Severe childhood trauma Scores are less available; however, these trends appear to grow at higher ACE Scores. These results suggest that ACEs are far more common in urban poor communities. That ACE Scores are higher in poorer communities is not a surprising finding. However, the scale of the problem is highly significant. As ACEs are a major root cause of many social problems, including, but not limited to, addiction, teen pregnancy, domestic violence, depression, attempted suicide, and drug abuse, it does indicate a strong area for effective support. The potential for improving the well-being, quality of life, and life expectancy through this framework is large, provided appropriate investment is made in these communities.  

scholarly journals The adverse childhood experiences questionnaire: Two decades of research on childhood trauma as a primary cause of adult mental illness, addiction, and medical diseases

2019 ◽  
Vol 6 (1) ◽  
pp. 1581447 ◽  
Author(s):  
Emily M. Zarse ◽  
Mallory R. Neff ◽  
Rachel Yoder ◽  
Leslie Hulvershorn ◽  
Joanna E. Chambers ◽  
...  
Keyword(s):  
Mental Illness ◽  
Childhood Trauma ◽  
Adverse Childhood Experiences ◽  
Childhood Experiences ◽  
Adverse Childhood
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