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The Formation and Functions of School-Based Trauma-Leadership Teams: A Preliminary Qualitative Study
Liang, Christopher T. H.; Gutekunst, Malaika H. C.; Kohler, Brooke A.; Rosenberger, Teresa; Mui, Vivian W.; Williams, Keya; Safi, Jessica M. – Psychology in the Schools, 2023
Studies suggest that among children, adverse childhood experiences increase the risk of developing behavioral challenges in and out of the school environment. Rooted in distributed leadership, trauma-leadership teams (TLTs) are a novel systems-based intervention in which a team of educators deepens knowledge and works to implement…
Descriptors: Trauma Informed Approach, Teamwork, School Activities, Leadership
Wendell Dewayne Oliver – ProQuest LLC, 2023
The primary objective of this qualitative case study was to explore the factors contributing to job stress among mental health providers who treat veterans diagnosed with trauma. The six participants were all licensed professional counselors in the Central Southwest who regularly treated veterans living with trauma. Data were obtained through…
Descriptors: Mental Health Workers, Self Efficacy, Stress Management, Work Environment
Lauren Wisnieski; Kimberly Carney; Gary Vroegindewey – International Society for Technology, Education, and Science, 2023
Studies have shown Adverse Childhood Experiences (ACEs) to be associated with reduced academic performance. To the best of our knowledge, there are no studies on ACEs and academic performance in veterinary students. We conducted a survey among veterinary students to collect data on ACEs and demographics. We linked survey data to repository data…
Descriptors: College Students, Veterinary Medical Education, Early Experience, Trauma
Heather Ebba Maib; Laura B. Holyoke; Krista M. Soria – American Association for Adult and Continuing Education, 2023
Heightened awareness of the impacts of trauma and early life adversities has created a greater interest in the broader applications of trauma-informed practice. Trauma-informed practices in professional and educational organizations are increasingly seen as a critical aspect of equitable learning, creating a need for quality educational…
Descriptors: Educational Certificates, Program Evaluation, Trauma Informed Approach, Graduate Study
Sanjana Ravi; Andrew E. Molnar Jr.; Emilia F. Cárdenas; Autumn Kujawa; Kathryn L. Humphreys – International Journal of Behavioral Development, 2025
Children prenatally exposed to opioids exhibit impairments in cognitive functioning and have an increased likelihood of experiencing other forms of adversity. Given that these other forms of early life adversity are linked to lower levels of cognitive functioning, it is important to determine whether the association between opioid exposure and…
Descriptors: Drug Use, Prenatal Influences, Preschool Children, Early Experience
Brenna L. Morse; Anne Meoli; Cynthia Samuel; Amanda Carmichael – Journal of School Nursing, 2025
School nurses have faced many professional challenges during the COVID-19 pandemic. Focus group interviews were employed as a data collection method in this qualitative study to describe the perspectives of school nurses during the pandemic. Themes relevant to school nurse experiences and suggestions for change were identified. School nurses have…
Descriptors: School Nurses, Role, COVID-19, Pandemics
Kelli Evans – Topics in Language Disorders, 2025
Practitioners in speech-language pathology and related fields work with clients who have experienced trauma, which can lead to secondary traumatic stress (STS), vicarious traumatization (VT), and compassion fatigue in the practitioner. Trauma-informed self-care (TISC) strategies may be one way to mitigate negative stress-related outcomes. This…
Descriptors: Trauma Informed Approach, Daily Living Skills, Allied Health Personnel, Speech Language Pathology
Rhiannon M. Kim; Alex Shevrin Venet – Urban Education, 2025
We posit that Positive Behavioral Interventions and Supports (PBIS) serves as a way to label, punish, and surveil students, which is antithetical to trauma-informed education. We put existing critiques of PBIS in conversation with literature on trauma-informed education, critical analyses rooted in social justice and draw on our experiences as…
Descriptors: Positive Behavior Supports, Trauma Informed Approach, Culturally Relevant Education, Justice
Zhu, Na; Hakim-Larson, Julie – Applied Cognitive Psychology, 2022
There is ongoing debate on whether adults' narratives of trauma memories are similarly or less coherent than those of non-trauma memories. For child maltreatment, relevant studies have focused on child/adolescent narratives rather than adult narratives of sexual abuse and found that these narratives were less coherent than non-abuse narratives.…
Descriptors: Child Abuse, Trauma, Sexual Abuse, Early Experience
Weber, Meredith; Freeman, Mackenzie; Yohannan, Justina; Diaz, Yahaira; Miodus, Stephanie; Allen, Aigner – Communique, 2022
Within classrooms and school settings, school psychologists are positioned to make significant impact through providing education and advocacy around the practices that support equity-centered, trauma-informed care. This article explores how school psychologists and other school-based professionals can advocate for youth who have been exposed to…
Descriptors: Trauma, School Psychologists, Intervention, Advocacy
Shaw Bonds, Mahauganee D.; Callier, Durell M. – New Directions for Student Services, 2022
What does it mean for the community to really recover when the (campus) community is built upon systemic racism and other forms of domination? How would the response look differently if these factors and histories were taken into consideration? Responding to campus disasters involves more than merely returning to daily operations; communities are…
Descriptors: Crisis Management, Trauma, Student Personnel Services, Racial Discrimination
Ballin, Amy Elizabeth – Children & Schools, 2022
Equity in education begins with creating structures that support students inclusive of their social-emotional needs. Students exposed to trauma perform best in schools that adopt trauma-sensitive practices. Many of these trauma-sensitive practices naturally prepare students to learn social-emotional skills, as the trauma-informed staff also models…
Descriptors: Trauma, Social Emotional Learning, Equal Education, Elementary Schools
Saleem, Farzana T.; Howard, Tyrone C.; Langley, Audra K. – Psychology in the Schools, 2022
Youth of color are disproportionately impacted by stressful and traumatic life events, including race-based experiences, which are linked to negative consequences. School is a salient context where youth encounter, witness, and process racial stress and trauma (RST). However, RST is often overlooked within general school-based trauma models. Thus,…
Descriptors: Stress Management, Minority Group Students, Trauma, Schools
Armonda, Alex J. – Review of Education, Pedagogy & Cultural Studies, 2022
Turning to key texts of Paulo Freire and Jacques Lacan, this paper argues that the experience organized in critical pedagogy can be rearticulated on the basis of a structural-practical connection to psychoanalysis. I pay specific attention to the methodical parallels that develop between the accounts of the psychoanalytic and pedagogical…
Descriptors: Critical Theory, Teaching Methods, Psychiatry, Intervention
Kerns, Connor M.; Lankenau, Stephen; Shattuck, Paul T.; Robins, Diana L.; Newschaffer, Craig J.; Berkowitz, Steven J. – Autism: The International Journal of Research and Practice, 2022
The stressors autistic individuals encounter and experience as traumatic may vary from non-autistics. We conducted a qualitative study to identify potential sources of trauma for autistic individuals and evaluate correspondence with a standard measure. We enrolled autistic adults (N = 14) and caregivers (N= 15) with varied adversities, levels of…
Descriptors: Adults, Autism Spectrum Disorders, Caregivers, Trauma