Social and Behavioral Sciences Commons^™

Trauma-Informed Practices: A Whole School Policy Framework, Nicole C. Reddig, Janet Vanlone

Faculty Journal Articles

State leaders should take action to ensure that teachers are prepared to address the needs of children who have experienced traumatic events.

Early Shame, Self-Esteem, And Christian Women, Teneka Guyrue Miles

Doctoral Dissertations and Projects

The purpose of this phenomenological study was to gain a deeper understanding of the lived experiences surrounding the self-esteem of evangelical Christian women with early shame experiences. The theory guiding this study was attachment theory as it explains self-esteem being rooted in early childhood through trust building, unconditional love, and security. The theoretical framework further illustrates the impact of self-esteem as life progresses due to a combination of positive and negative self-evaluations. Early shame experiences affect one’s self-esteem adversely. Low self-esteem could breed isolation once people fail to see their self-worthy in establishing meaningful connections, without which individuals lack the …

"Trauma-Informed" Ideas In English Education: Discussing The Scientific Evidence Base And Exploring The Discursive And Practice Effects, Niamh Storey, Sally Neaum

International Journal of School Social Work

The UK has been slower to adopt "trauma-informed" ideas than the United States, and despite policies across the devolved governments of Northern Ireland, Wales and Scotland, there remains no clear overarching strategy in English policy. Despite this, there is observable interest in adopting "trauma-informed" practices on a more localised level across England, but the range of approaches labelled as such is varied and disparate.

The scientific evidence-base for "trauma-informed" educational practices is discussed and the discursive effects of these ideas when accepted as a basis for practice are explored. Two different conceptualisations of social justice frame this discussion. We argue …

Childhood Trauma And Substance Use: Differences By Race And Sex In Juvenile Justice Prevention Programs In Nebraska, Sophie Holtz

Honors Theses

This study seeks to analyze whether demographic factors such as gender and race have a relationship to the reporting of trauma symptoms in juveniles. This study also examines whether higher substance use has a relationship to higher reports of trauma symptoms. To gather this data, surveys were administered to juveniles involved in juvenile justice prevention programs across the state of Nebraska. Overall, we found that juvenile girls reported significantly higher amounts of trauma symptoms than boys do. There was also a significant difference in how much juvenile girls report using cannabis compared to juvenile boys. Furthermore, there was not a …

Educator Perceptions Of Restorative Justice Practices That Provide Academic Support For Students With Adverse Childhood Experiences, Brigid Sullivan Ripley

Walden Dissertations and Doctoral Studies

The phenomenon of adverse childhood experiences (ACE) has been of interest to scholars since the late 1990s when their impact on life outcomes concerning physical and mental health was first acknowledged. Educators are challenged to support students who have experienced ACE, but many have implemented alternative practices such as restorative justice (RJ) to support students’ academic needs. There is insufficient empirical evidence to determine how elements of RJ support high school students who have experienced ACE. The purpose of this qualitative case study was to investigate the RJ practices that teachers, administrators, and other school personnel have implemented to support …

Psychometric Developments Of The Ace-Iq: Understanding The Trauma History Of Latine Immigrants, Jorli K. Swingen Dr.

Theses and Dissertations

Adverse childhood experiences (ACEs) have a profound effect on an individual’s physical and mental health. The World Health Organization has recently updated the ACE questionnaire so it could be used with international populations. The Adverse Childhood Experiences-International Questionnaire (ACE-IQ), has not been translated to Spanish or used with Latine immigrants.

This study translated the ACE-IQ into Spanish, evaluated the psychometric properties of the questionnaire, and collected data on 184 four adult English Language Learners in Chesterfield County, VA.

There is evidence of internal consistency for the ACE-IQ as a whole (α = .908) and within subscales. Three factors were identified …

Improving Outcomes For Children Impacted By Adverse Childhood Experiences (Aces): A Study Of Intervention Effectiveness Guided By Developmental Theory, Lisa Teachanarong Aragon

CGU Theses & Dissertations

Adverse Childhood Experiences (ACEs) is the term often used to refer to a set of negative experiences occurring in childhood that hold high potential for inducing toxic stress and complex trauma in children (Felitti et al., 1998). Studies have shown that ACEs are common, often co-occur, and exhibit a strong dose-response relationship to many developmental outcomes across the lifespan (e.g., Anda et al., 2006; Blodgett, 2014; Dong et al., 2004; Metzler et al., 2017). As public awareness of ACEs, their prevalence, and their impact has spread, public interest in implementing effective prevention and intervention strategies has also increased (Donisch et …

The Influence Of Adverse Childhood Experiences, Families, Neighborhoods, And School Environments On Cognitive Outcomes Among Schoolchildren, Mark William Olofson

Graduate College Dissertations and Theses

Schools, families, and neighborhoods can support the development of happy, healthy children and adolescents. However, a majority of children in the United States also experience adversity in their early lives that can have deleterious effects on their cognitive and socioemotional development. Measuring and modeling early adversity is fundamental to understanding development as it occurs through interactions with schools, families and neighborhoods. As outlined by Bronfenbrenner's bioecological model of human development, proximal and distal forces shape development, and cannot be isolated when relating measures of the developmental context to outcomes for individuals. For schools and other social programs to support students …