Addressing Childhood Trauma in School Settings: A Framework for Evidence-Based Practice

Autor/inn/en	Chafouleas, Sandra M.; Koriakin, Taylor A.; Roundfield, Katrina D.; Overstreet, Stacy
Titel	Addressing Childhood Trauma in School Settings: A Framework for Evidence-Based Practice
Quelle	In: School Mental Health, 11 (2019) 1, S.40-53 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-018-9256-5
Schlagwörter	Trauma; Evidence Based Practice; Children; Intervention; Symptoms (Individual Disorders); Student Behavior; Prevention; School Psychology + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Psychiatrische Symptomatik; Student behaviour; Schülerverhalten; Prävention; Vorbeugung; Schulpsychologie
Abstract	Supporting evidence and intervention resources for addressing childhood trauma are growing, with schools indicated as a potentially critical system for service delivery. Multiple points for prevention and intervention efforts in schools are possible, but in this manuscript, we review evidence on trauma-specific interventions targeted to students exhibiting negative symptoms. Trauma-specific interventions with evidence and utility for school-based delivery are highlighted, along with key considerations in selection. In addition, we discuss the potential to maximize the impact of trauma-specific interventions for individual students when delivered as part of a school-wide trauma-informed approach that incorporates system-level prevention and intervention strategies. Future directions for research on trauma-specific interventions and trauma-informed approaches in school settings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01