Examining Trauma-Informed Teaching and the Trauma Symptomatology of Court-Involved Girls

Autor/inn/en	Crosby, Shantel D.; Day, Angelique; Baroni, Beverly A.; Somers, Cheryl
Titel	Examining Trauma-Informed Teaching and the Trauma Symptomatology of Court-Involved Girls
Quelle	In: Urban Review: Issues and Ideas in Public Education, 51 (2019) 4, S.582-598 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-019-00533-2
Schlagwörter	Females; Trauma; Juvenile Justice; Foster Care; Early Experience; Barriers; Academic Achievement; Evidence Based Practice; Intervention; Student Welfare; Urban Schools; Race; Ethnicity; Symptoms (Individual Disorders); Juvenile Courts; Outcomes of Education; Youth + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Jugendgerichtshilfe; Pflegehilfe; Frühbeginn; Schulleistung; Studentenseelsorge; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rasse; Abstammung; Ethnizität; Psychiatrische Symptomatik; Juvenile court; Jugendgericht; Lernleistung; Schulerfolg; Jugend; Jugendlicher; Jugendalter
Abstract	Young women living in urban contexts, particularly those with involvement in the foster care and juvenile justice systems, experience significant barriers to academic well-being as a result of childhood trauma. To date, little research has been done to evaluate evidence-based, trauma-informed educational interventions to improve outcomes among these students. This study used survey data from a multi-year trauma-informed teaching intervention to quantitatively measure the well-being of trauma-exposed girls in an urban, trauma-informed school setting. The study explored whether girls at a trauma-informed school demonstrated significant changes in trauma symptomatology and whether these changes varied by race/ethnicity. As hypothesized, participants experienced a statistically significant decrease in trauma symptoms over the observation period. However, there were no significant differences in trauma symptom change based on race/ethnicity. Policy and practice implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01