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Social Justice And Trauma-Informed Care In Schools, Carrie E. Lorig, Aleksandra Krupina, Kris Varjas
Social Justice And Trauma-Informed Care In Schools, Carrie E. Lorig, Aleksandra Krupina, Kris Varjas
International Journal of School Social Work
Current understandings of trauma and implementations of trauma-informed care (TIC; SAMSHA, 2014) in school environments can be limited because the conceptualization, assessment, and treatment of trauma tends to focus on specific, identified histories of abuse. This reflects the impact of the Adverse Childhood Experiences (ACEs) prevalence study among the adult American population (Felitti et al., 1998). However, addressing and preventing trauma in youth populations encourages recognition of the particular and disproportionate ways trauma affects marginalized groups, especially in schools. Some advocates for TIC view TIC as a crucial partner in social justice (Crosby et al., 2018; Rigard et al., 2015). …
The Importance Of Trauma-Informed Approaches In Education – The Impact Of Implementing A Brain-Based Approach To Supporting Learners Across A Scottish Local Authority, Lesley Taylor, Whitney Barrett
The Importance Of Trauma-Informed Approaches In Education – The Impact Of Implementing A Brain-Based Approach To Supporting Learners Across A Scottish Local Authority, Lesley Taylor, Whitney Barrett
International Journal of School Social Work
Throughout the history of education, a series of fashions, fads and trends has come and gone – some resulting in widespread changes in approach, some creating barely a ripple in the "pedagogical pool". Currently, a wave is being created by the desire to develop approaches that are trauma-informed – a move that is being driven by a number of factors including the introduction of funding streams such as the Scottish Attainment Challenge (SAC) and the Pupil Equity Fund (PEF), alongside growing public awareness of the impact childhood trauma and adversity has across many areas of a child’s development.
However, we …
When Trauma Comes To School: Toward A Socially Just Trauma-Informed Praxis, Catriona O'Toole
When Trauma Comes To School: Toward A Socially Just Trauma-Informed Praxis, Catriona O'Toole
International Journal of School Social Work
Given the prevalence and devastating consequences of childhood trauma, there has been a surge in initiatives to help schools become trauma-informed. However, despite the growing adoption of such initiatives, a number of concerns have been expressed. These include the lack of attention paid to issues of power and inequality including poverty, racism, and community violence as well as the power of adults to neglect, mistreat or abuse children. Contemporary approaches can also serve to inscribe deficit-based perceptions of children, reinforcing negative stereotypes and stigmas; and they tend to overlook the possibility that schools themselves can contribute to students’ distress, especially …
The Healing Power Of Teacher-Student Relationships In Repairing Childhood Abuse: Commonalities And Differences With Clinical Social Work Practice, Mehak Jamil
International Journal of School Social Work
Research indicates survivors of childhood abuse are able to form the same quality relationships with teachers as non-abused children (Armstrong, Hasket & Hawkins, 2017). However, there is little research indicating what factors within the teacher-student relationship help build this resiliency. This study looks to clinical social work practice as a basis for understanding what qualities of the therapeutic relationship can extend to or overlap with non-clinical relationships with students who have a trauma history, within the teaching field. To better understand experiences within these relationships, semi-structured interviews were conducted with both a clinical social worker who has teaching experience at …
Trauma Of The Past: The Impact Of Adverse Childhood Experiences On Adult Attachment, Money Beliefs And Behaviors, And Financial Transparency, D.Bruce Ross, Ed Coambs, Emily Johnson
Trauma Of The Past: The Impact Of Adverse Childhood Experiences On Adult Attachment, Money Beliefs And Behaviors, And Financial Transparency, D.Bruce Ross, Ed Coambs, Emily Johnson
Journal of Financial Therapy
Adverse childhood experiences (ACEs) can have a strong, lasting impact on our mental and relational outcomes as adults. They may also impact how we address financial beliefs and behaviors. The current study utilizes 500 participants from Amazon MTurk and structural equation modeling (SEM) to explore the relationships between ACEs and relational financial transparency behaviors through attachment style and money beliefs and behaviors. Findings indicated significant direct and indirect associations across these pathways, particularly for experiences of reported neglect, verbal, and sexual abuse on less security in adult attachment styles. In turn, insecure attachment styles were linked to increased maladaptive financial …