Panlilio Trauma-Informed Schools

Integrating Child Maltreatment Prevention, Detection, and Intervention
1. Auflage 2019
ISBN: 978-3-030-12811-1
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 144 Seiten

Reihe: Child Maltreatment Solutions Network

This book provides an interdisciplinary framework for school intervention into child and adolescent maltreatment, highlighting the unique potential for schools to identify and mitigate the long-term impacts of childhood trauma on children's educational well-being. Contributors evaluate recent efforts to incorporate trauma-informed approaches into schools, including strategic planning by administrators, staff training, prevention programming, liaising with local youth service agencies, and trauma-sensitive intervention with affected students.
Among the topics discussed:•The developmental impact of trauma•The role of schools and teachers in supporting student mental health•Prevention programming to prevent child and adolescent sexual abuse•Education policies to support students with traumatic histories•Responding to childhood trauma at both macro and microsystem levels
Trauma-Informed Schools: Integrating Child Maltreatment Prevention, Detection, and Intervention is a valuable resource for child maltreatment researchers, educational and school psychologists, school social workers, students in early childhood and K-12 education, and education policy makers at all levels of government. It offers the necessary guidelines and insights to facilitate better learning for students who have experienced trauma, aiming to improve student well-being both inside and outside the classroom. 

Carlomagno C. Panlilio, Ph.D. is an Assistant Professor in the Department of Educational Psychology, Counseling, and Special Education and a faculty member with the Child Maltreatment Solutions Network at the Pennsylvania State University. The overarching goal of Dr. Panlilio's program of research is to understand the dynamic interplay between maltreatment, context, and development, and how these processes influence individual differences in learning. His research is guided by an interdisciplinary approach that draws from Developmental Science, Educational Psychology, Statistics, and Social Welfare to examine the multisystemic influences on early adversity and children's learning. More specifically, he is interested in further explicating self-regulation and self-regulated learning as key developmental and learning processes that explain variability in the academic outcomes of children with a history of maltreatment. Prior to his faculty appointment, Dr. Panlilio practiced as a licensed clinical marriage and family therapist. He has worked in private practice, community agencies, treatment foster care, and a residential treatment facility for adolescents. He has been in clinical practice since 2005 and often worked with at-risk children and families. He previously served as the Vice Chair for the Maryland Board of Professional Counselors and Therapists, and also served as the Chair for the Ethics Committee. Dr. Panlilio earned his B.A. in Psychology from the California State University at Long Beach and an M.S. in Family Studies with a concentration in Couple and Family Therapy from the University of Maryland College Park. Dr. Panlilio earned his Ph.D. in Developmental Science and a certificate in Education, Measurement, and Statistics from the University of Maryland College Park.

Autoren/Hrsg.

Panlilio, Carlomagno C.

Inhaltsverzeichnis

1;Acknowledgments;6
2;Introduction to Trauma-Informed Schools;8
2.1;References;11
3;Contents;12
4;Chapter 1: Safe Touches: Creating a School Community to Prevent Child Sexual Abuse;21
4.1;1.1 Overview of The New York Society for the Prevention of Cruelty to Children;21
4.1.1;1.1.1 The Need for Child Sexual Abuse Prevention Programs;22
4.1.2;1.1.2 Responding to NYC Schools;23
4.2;1.2 The Safe Touches Workshop;24
4.2.1;1.2.1 Key Learning Concepts;25
4.3;1.3 National Institutes of Health Research Study on Safe Touches;26
4.3.1;1.3.1 Study Significance and Aims;27
4.3.2;1.3.2 Primary Outcome Measure: The Children’s Knowledge of Abuse Questionnaire;27
4.3.3;1.3.3 Results;29
4.4;1.4 The NYSPCC: Building Safe School Communities;30
4.4.1;1.4.1 The NYSPCC Partnership with Horace Mann;30
4.4.2;1.4.2 Curriculum for Students from Kindergarten to the Third Grade;32
4.4.3;1.4.3 Curriculum for Children in the Fourth and Fifth Grade;34
4.4.4;1.4.4 Curriculum for Children in the Middle Division, Grades 6–8;34
4.4.5;1.4.5 Curriculum for Youth in the Upper Division, Grades 9–12;34
4.5;1.5 Safe Touches Collaboration with the Country of Greece;35
4.6;References;36
5;Chapter 2: The Fourth R: Teaching Healthy Relationship Skills to Reduce Youth Risk Behaviors;38
5.1;2.1 Introduction;38
5.1.1;2.1.1 The Relationship Connection;39
5.2;2.2 What Is the Fourth R?;39
5.2.1;2.2.1 Guiding Principles of the Fourth R;40
5.2.1.1;2.2.1.1 Universal Focus;40
5.2.1.2;2.2.1.2 Positive Youth Development;40
5.2.1.3;2.2.1.3 Skills-Based Approach;41
5.2.1.4;2.2.1.4 Relationships Are the Core Foundation;41
5.2.2;2.2.2 What Do Fourth R Programs Look Like?;42
5.2.3;2.2.3 Achieving SEL Outcomes with Students;43
5.3;2.3 Overview of Fourth R Evidence;43
5.3.1;2.3.1 Grade 9 Program Reduces Dating Violence, Increases Condom Use;43
5.3.2;2.3.2 A Buffering Impact Against Violent Delinquency Among Maltreated Youth;44
5.3.3;2.3.3 Better Peer Resistance and Communication Skills;44
5.3.4;2.3.4 Significant Cost Savings;45
5.3.5;2.3.5 Additional Information;45
5.4;2.4 Implementation Overview;45
5.4.1;2.4.1 Importance of Implementation Quality;46
5.4.1.1;2.4.1.1 Good implementation of the Fourth R includes;46
5.5;2.5 Final Thoughts;46
5.6;Appendix A;48
5.7;References;50
6;Chapter 3: The Influence of Trauma Exposure on Children’s Outcomes;52
6.1;3.1 Introduction;52
6.2;3.2 Definitional and Conceptual Framework;53
6.3;3.3 Sequelae of Trauma Exposure;53
6.3.1;3.3.1 Neurobiological Sequelae;54
6.3.2;3.3.2 Physical Health and Motor Sequelae;57
6.3.3;3.3.3 Cognitive-Academic Sequelae;60
6.3.4;3.3.4 Language Sequelae;62
6.3.5;3.3.5 Social-Emotional Sequelae;64
6.3.6;3.3.6 Mental Health Sequelae;66
6.4;3.4 Summary and Implications for Schools;68
6.5;References;71
7;Chapter 4: Trauma, Self-Regulation, and Learning;80
7.1;4.1 Introduction;80
7.2;4.2 Conceptualizing Self-Regulation;81
7.2.1;4.2.1 Basic Processes;81
7.2.2;4.2.2 Self-Regulation in a Maltreating Context;82
7.2.2.1;4.2.2.1 The Role of the Family: Emotional Security;82
7.2.2.2;4.2.2.2 Maltreatment as a Disruptive Process;83
7.2.3;4.2.3 Self-Regulation in the School Context;85
7.2.4;4.2.4 Self-Regulated Learning;87
7.2.5;4.2.5 Maltreatment, Self-Regulation, and Self-Regulated Learning;90
7.2.6;4.2.6 Conclusion and Future Directions;91
7.3;References;92
8;Chapter 5: Maltreatment as a Wicked Problem: Implications for Educational Settings;98
8.1;5.1 Introduction;98
8.2;5.2 Conceptualizing Wicked Problems;98
8.3;5.3 Maltreatment as a Wicked Problem;99
8.3.1;5.3.1 Maltreatment as a Complex Problem;99
8.3.2;5.3.2 Organizational and Institutional Complexity;101
8.3.2.1;5.3.2.1 Child Welfare;101
8.3.2.2;5.3.2.2 Juvenile Justice;102
8.3.2.3;5.3.2.3 Children’s Mental Health;103
8.3.2.4;5.3.2.4 Schools;104
8.4;5.4 Responding to Wicked Problems;105
8.4.1;5.4.1 Authoritative and Collaborative Approaches;106
8.4.2;5.4.2 Process Approaches;106
8.4.3;5.4.3 Design Thinking Approaches;106
8.5;5.5 Concluding Comments;107
8.6;References;107
9;Chapter 6: Responding to Childhood Trauma at the Macro- and Microsystem Levels: The Necessity for Trauma-Sensitive Pedagogy;111
9.1;6.1 Introduction;111
9.2;6.2 Defining Childhood Trauma;112
9.3;6.3 Childhood Trauma and Teacher Reporting;113
9.4;6.4 Consequences of Childhood Trauma;113
9.5;6.5 Secondary Trauma;114
9.6;6.6 Macrosystem Responses to Childhood Trauma;115
9.7;6.7 Microsystem Responses: Trauma-Sensitive Pedagogy;115
9.8;6.8 Implications for Practice;116
9.8.1;6.8.1 Trauma-Sensitive Pedagogy: A Pre-service Example;117
9.8.2;6.8.2 Trauma-Sensitive Pedagogy: An In-Service Example;119
9.9;6.9 Conclusion;121
9.10;References;122
10;Chapter 7: Conclusions and Panel Discussion;126
10.1;7.1 Summary of the Current Volume;126
10.2;7.2 Key Points;128
10.2.1;7.2.1 Cross-System Collaboration and Partnerships with Community and Family;128
10.2.2;7.2.2 Concerns Around the Potentially Stigmatizing Nature of Traumatic Experiences;129
10.2.3;7.2.3 Teacher Support;130
10.2.4;7.2.4 Assessments;132
10.2.5;7.2.5 Policy Linkages and School Discipline Policies;133
10.2.6;7.2.6 Practical Strategies and Resources for Teachers;134
10.3;Conference Agenda for Trauma-Informed Schools;136
10.4;References;137
11;Index;140