988
Views
0
CrossRef citations to date
0
Altmetric
Study Protocol

Protocol for evaluation of effects of a psychoeducational trauma-informed intervention directed at schoolsOpen DataOpen Materials

Protocolo para la evaluación de los efectos de una intervención psicoeducativa basada en el trauma dirigida a colegios

针对学校的心理教育创伤知情干预效果评估方案

, & ORCID Icon
Article: 2263322 | Received 21 Jun 2023, Accepted 30 Aug 2023, Published online: 12 Oct 2023

References

  • Akrami, N., Ekehammar, B. O., & Araya, T. (2000). Classical and modern racial prejudice: A study of attitudes toward immigrants in Sweden. European Journal of Social Psychology, https://doi.org/10.1002/1099-0992
  • Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review, 12, 30–44. doi:10.1016/j.edurev.2014.05.003
  • Anda, R. F., Felitti, V. J., Bremner, J. D., Walker, J. D., Whitfield, C., Perry, B. D., Dube, S. R., & Giles, W. H. (2006). The enduring effects of abuse and related adverse experiences in childhood. European Archives of Psychiatry and Clinical Neuroscience, 256(3), 174–186. https://doi.org/10.1007/S00406-005-0624-4
  • Angelöw, A., Niwhede, V., & Psouni, E. (2023). Evaluating trauma-informed training for foster parents – a controlled pilot study of the resource parent curriculum in Sweden. Children and Youth Services Review, 148, 106891. https://doi.org/10.1016/j.childyouth.2023.106891
  • Avery, J., Morris, H., Galvin, E., Misso, M., Savaglio, M., & Skouteris, H. (2021). Systematic review of school-wide trauma-informed approaches. Journal of Child & Adolescent Trauma, 14(3), https://doi.org/10.1007/S40653-020-00321-1
  • Bartlett, J. D., & Sacks, V. (2019). Adverse childhood experiences are different than child trauma, and it’s critical to understand why. Child Trends. https://www.childtrends.org/adverse-childhood-experiences-different-than-childtrauma-critical-to-understand-why
  • Bath, H. (2015). The three pillars of trauma wise care: Healing in the other 23 hours. Reclaiming Children & Youth, 23(4), 5–11.
  • Bath, H., Boswell, D., & Bonerfält, L. (2021). Traumamedveten omsorg Arbetsbok. Rädda Barnen.
  • Bath, H., & Seita, J. (2019). De tre pelarna i traumamedveten omsorg: att skapa en läkande miljö “de övriga 23 timmarna”. (Upplaga 1). Studentlitteratur.
  • Bellis, M. A., Hughes, K., Ford, K., Hardcastle, K. A., Sharp, C. A., Wood, S., Homolova, L., & Davies, A. (2018). Adverse childhood experiences and sources of childhood resilience: A retrospective study of their combined relationships with child health and educational attendance. BMC Public Health, 18(1), 1–12. https://doi.org/10.1186/S12889-018-5699-8/FIGURES/1
  • Bellis, M. A., Hughes, K., Ford, K., Ramos Rodriguez, G., Sethi, D., & Passmore, J. (2019). Life course health consequences and associated annual costs of adverse childhood experiences across Europe and North America: A systematic review and meta-analysis. The Lancet Public Health, 4(10), e517–e528. https://doi.org/10.1016/S2468-2667(19)30145-8
  • Bernard, D. L., Calhoun, C. D., Banks, D. E., Halliday, C. A., Hughes-Halbert, C., & Danielson, C. K. (2021). Making the “C-ACE” for a culturally-informed adverse childhood experiences framework to understand the pervasive mental health impact of racism on black youth. Journal of Child & Adolescent Trauma, 14(2), 233–247. https://doi.org/10.1007/S40653-020-00319-9
  • Broberg, M., Ferm, U., & Thunberg, G. (2012). Measuring responsive style in parents who use AAC with their children: Development and evaluation of a new instrument. Augmentative and Alternative Communication, 28(4), 243–253. https://doi.org/10.3109/07434618.2012.740686
  • Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793–828). John Wiley & Sons, Inc.
  • Brown, S. M., Baker, C. N., & Wilcox, P. (2012). Risking connection trauma training: A pathway toward trauma-informed care in child congregate care settings. Psychological Trauma: Theory, Research, Practice, and Policy, 4(5), 507–515. https://doi.org/10.1037/A0025269
  • Chavez-Dueñas, N. Y., Adames, H. Y., Perez-Chavez, J. G., & Salas, S. P. (2019). Healing ethno-racial trauma in Latinx immigrant communities: Cultivating hope, resistance, and action. American Psychologist, 74(1), 49. https://doi.org/10.1037/AMP0000289
  • Cook, A., Spinazzola, J., Ford, J., Lanktree, C., Blaustein, M., Cloitre, M., DeRosa, R., Hubbard, R., Kagan, R., Liautaud, J., Mallah, K., Olafson, E., & van der Kolk, B. (2005). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390–398. https://doi.org/10.3928/00485713-20050501-05
  • Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, https://scholarship.law.columbia.edu/faculty_scholarship/3007.
  • Cronholm, P. F., Forke, C. M., Wade, R., Bair-Merritt, M. H., Davis, M., Harkins-Schwarz, M., Pachter, L. M., & Fein, J. A. (2015). Adverse childhood experiences: Expanding the concept of adversity. American Journal of Preventive Medicine, 49(3), 354–361. https://doi.org/10.1016/J.AMEPRE.2015.02.001
  • Davidson, G., Devaney, J., & Spratt, T. (2010). The impact of adversity in childhood on outcomes in adulthood: Research lessons and limitations. Journal of Social Work, 10(4), 369–390. https://doi.org/10.1177/1468017310378783
  • Delaney-Black, V., Covington, C., Ondersma, S. J., Nordstrom-Klee, B., Templin, T., Ager, J., Janisse, J., & Sokol, R. J. (2002). Violence exposure, trauma, and IQ and/or Reading deficits among urban children. Archives of Pediatrics & Adolescent Medicine, 156(3), 280–285. https://doi.org/10.1001/ARCHPEDI.156.3.280
  • Di Lemma, L. C. G., Davies, A. R., Ford, K., Hughes, K., Homolova, L., Gray, B., & Richardson, G. (2019). Responding to adverse childhood experiences: An evidence review of interventions to prevent and address adversity across the life course. Public Health Wales, Cardiff and Bangor University.
  • English, D., Lambert, S. F., Tynes, B. M., Bowleg, L., Zea, M. C., & Howard, L. C. (2020). Daily multidimensional racial discrimination among Black U.S. American adolescents. Journal of Applied Developmental Psychology, 66, 101068. https://doi.org/10.1016/J.APPDEV.2019.101068
  • Fazel, M., Patel, V., Thomas, S., & Tol, W. (2014). Mental health interventions in schools in low-income and middle-income countries. The Lancet Psychiatry, 1(5), 388–398. https://doi.org/10.1016/S2215-0366(14)70357-8/ATTACHMENT/C8FE01CF-345C-438C-930C-249C0194B57D/MMC2.MP3
  • Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The adverse childhood experiences (ACE) study. American Journal of Preventive Medicine, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8
  • Fondren, K., Lawson, M., Speidel, R., McDonnell, C. G., & Valentino, K. (2020). Buffering the effects of childhood trauma within the school setting: A systematic review of trauma-informed and trauma-responsive interventions among trauma-affected youth. Children and Youth Services Review, 109, 104691. https://doi.org/10.1016/j.childyouth.2019.104691
  • Ford, J. D., Chapman, J., Mack, M., & Pearson, G. (2006). Pathways from traumatic child victimization to delinquency: Implications for juvenile and permanency court proceedings and decisions. Juvenile and Family Court Journal, 57(1), 13–26. https://doi.org/10.1111/J.1755-6988.2006.TB00111.X
  • Ginwright, S. (2018). The future of healing: Shifting from trauma-informed care to healing centered engagement (Occasional Paper #25).
  • Greene, R. W. (2008). Lost at school: Why our kids with behavioral challenges are falling through the cracks and how we can help them. Simon and Schuster.
  • Hagborg, J., Berglund, K., & Fahlke, C. (2018). Evidence for a relationship between child maltreatment and absenteeism among high-school students in Sweden. Child Abuse & Neglect, 75, 41–49. https://doi.org/10.1016/j.chiabu.2017.08.027
  • Hamad, H., Wolgast, M., & Psouni, E. Choice or circumstances – a validation of the Teacher Attributions of Student Mental Health Scale (Manuscript in preparation).
  • Hanson, R. F., & Lang, J. (2016). A critical look at trauma-informed care among agencies and systems serving maltreated youth and their families. Child Maltreatment, 21(2), 95–100. https://doi.org/10.1177/1077559516635274
  • Herbert, A., Benderix, Y., Nilsson, H., & Trulsson, Å. (2017). En utvärdering av utbildningen Traumamedveten omsorg: rapport 1 och 2. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-120180
  • Izzo, C. V., Smith, E. G., Holden, M. J., Norton, C. I., Nunno, M. A., & Sellers, D. E. (2016). Intervening at the setting level to prevent behavioral incidents in residential child care: Efficacy of the CARE program model. Prevention Science, 17(5), 554–564. https://doi.org/10.1007/s11121-016-0649-0
  • Kenny, M. C., Vazquez, A., Long, H., & Thompson, D. (2017). Implementation and program evaluation of trauma-informed care training across state child advocacy centers: An exploratory study. Children and Youth Services Review, 73, 15–23. https://doi.org/10.1016/J.CHILDYOUTH.2016.11.030
  • Klassen, R. M., Durksen, T. L., & Tze, V. M. C. (2014). Teachers’ self-efficacy beliefs: Ready to move from theory to practice? Teacher Motivation, 100–115. https://doi.org/10.4324/9780203119273-7
  • Lotty, M., Dunn-Galvin, A., & Bantry-White, E. (2020). Effectiveness of a trauma-informed care psychoeducational program for foster carers – evaluation of the fostering connections program. Child Abuse & Neglect, 102, 104390. https://doi.org/10.1016/J.CHIABU.2020.104390
  • MacLochlainn, J., Kirby, K., McFadden, P., & Mallett, J. (2022). An evaluation of whole-school trauma-informed training intervention Among post-primary school personnel: A mixed methods study. Journal of Child & Adolescent Trauma, 15(3), 925–941. https://doi.org/10.1007/s40653-021-00432-3
  • Maguire-Jack, K., Lanier, P., & Lombardi, B. (2020). Investigating racial differences in clusters of adverse childhood experiences. American Journal of Orthopsychiatry, 90(1), 106–114. https://doi.org/10.1037/ORT0000405
  • Mansour, N. (2013). Consistencies and inconsistencies between science teachers’ beliefs and practices. International Journal of Science Education, 35(3), 1230–1275. https://doi.org/10.1080/09500693.2012.743196
  • Masten, A. S. (2014). Ordinary magic: Resilience in development. Guilford Press.
  • Middleton, J., Bloom, S., Strolin-Goltzman, J., & Caringi, J. (2019). Trauma-informed care and the public child welfare system: The challenges of shifting paradigms: Introduction to the special issue on trauma-informed care. Journal of Public Child Welfare, 13(3), 235–244. https://doi.org/10.1080/15548732.2019.1603602
  • Mohammadi, N. S., & Wolgast, M. A logic of equality – a practice of inequality: Racism and antiracism in Swedish primary education. (Manuscript in preparation).
  • Murray, K. (2014). Psychometric properties of the Resource Parent Knowledge and Beliefs Survey (Unpublished manuscript). Center for the Child and Family Health.
  • Oral, R., Ramirez, M., Coohey, C., Nakada, S., Walz, A., Kuntz, A., Benoit, J., & Peek-Asa, C. (2015). Adverse childhood experiences and trauma informed care: The future of health care. Pediatric Research, 79(1), 227–233. https://doi.org/10.1038/pr.2015.197
  • Porche, M. v., Costello, D. M., & Rosen-Reynoso, M. (2016). Adverse family experiences, child mental health, and educational outcomes for a national sample of students. School Mental Health, 8(1), 44–60. https://doi.org/10.1007/S12310-016-9174-3/TABLES/6
  • Purvis, K., Razuri, E., Howard, A., Call, C., DeLuna, J., Hall, J., & Cross, D. (2015). Decrease in behavioral problems and trauma symptoms among at-risk adopted children following trauma-informed parent training intervention. Journal of Child & Adolescent Trauma, 8(3), 201–210. https://doi.org/10.1080/23761407.2015.1014123
  • R Core Team. (2021). R: A language and environment for statistical computing. R Foundation for Statistical Computing. https://www.R-project.org/.
  • Rosenlundh, S. A., Lundström, M., & Vogel, A. (2021). Vuxna – vad gör dom? Barns röster om rasism i skolan. Rädda Barnen.
  • Saleem, F. T., Anderson, R. E., & Williams, M. (2020). Addressing the “myth” of racial trauma: Developmental and ecological considerations for youth of color. Clinical Child and Family Psychology Review, 23(1), 1–14. https://doi.org/10.1007/S10567-019-00304-1
  • SAMHSA. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach SAMHSA publications and digital products. https://store.samhsa.gov/product/SAMHSA-s-Concept-of-Trauma-and-Guidance-for-a-Trauma-Informed-Approach/SMA14-4884
  • SCB. (2020). Uppväxtvillkor för barn med utländsk bakgrund. https://www.scb.se/hitta-statistik/statistik-efter-amne/levnadsforhallanden/levnadsforhallanden/barn-och-familjestatistik/pong/publikationer/uppvaxtvillkor-for-barn-med-utlandsk-bakgrund/.
  • Shonkoff, J. P., Garner, A. S., Siegel, B. S., Dobbins, M. I., Earls, M. F., McGuinn, L., Pascoe, J., Wood, D. L., High, P. C., Donoghue, E., Fussell, J. J., Gleason, M. M., Jaudes, P. K., Jones, V. F., Rubin, D. M., Schulte, E. E., Macias, M. M., Bridgemohan, C., Fussell, J., & Wegner, L. M. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232–e246. https://doi.org/10.1542/PEDS.2011-2663
  • Skolverket. (2023). TMO, utbildning i traumamedveten omsorg. Retrieved June 18, 2023, from https://www.skolverket.se/skolutveckling/kurser-och-utbildningar/tmo-utbildning-i-traumamedveten-omsorg
  • Sprang, G., & Garcia, A. (2022). An investigation of secondary traumatic stress and trauma-informed care utilization in school personnel. Journal of Child & Adolescent Trauma, 15(4), 1095–1103. https://doi.org/10.1007/S40653-022-00465-2
  • Stamm, B. H. (2009). Professional quality of life: Compassion satisfaction and fatigue version 5 (ProQOL).
  • Stamm, B. H. (2010). The concise ProQOL manual (2nd ed.). ProQOL.org.
  • Steiner, E., Murg-Argeny, M., & Steltzer, H. (2016). The severe traumatic brain injury in Austria: Early rehabilitative treatment and outcome. Journal of Trauma Management & Outcomes, 10(1), 1–6. https://doi.org/10.1186/S13032-016-0035-8/TABLES/2
  • Stokes, H. (2022). Leading trauma-informed education practice as an instructional model for teaching and learning. Frontiers in Education, 7, https://doi.org/10.3389/FEDUC.2022.911328
  • Sullivan, K. M., Murray, K. J., & Ake, G. S. (2016). Trauma-informed care for children in the child welfare system: An initial evaluation of a trauma-informed parenting workshop. Child Maltreatment, 21(2), 147–155. https://doi.org/10.1177/1077559515615961
  • The jamovi project. (2022). jamovi (Version 2.3) [Computer Software]. https://www.jamovi.org.
  • Tobin, K., Tippins, D. J., & Gallard, A. J. (1994). Research on instructional strategies for teaching science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 55–64). Macmillan.
  • Van der Feltz-Cornelis, C., Potters, E., Van Dam, A., Koorndijk, R., Elfeddali, I., & Van Eck van der Sluijs, J. (2019). Adverse childhood experiences (ACE) in outpatients with anxiety and depressive disorders and their association with psychiatric and somatic comorbidity and revictimization. Cross-sectional observational study. Journal of Affective Disorders, 246, 458–464. https://doi.org/10.1016/j.jad.2018.12.096
  • Van der Kolk, B. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking.
  • Van der Kolk, B. A. (2005). Developmental trauma disorder: Toward a rational diagnosis for children with complex trauma histories.. Psychiatric Annals, 35(5), 401–408. https://doi.org/10.3928/00485713-20050501-06
  • Verschueren, K., & Koomen, H. M. Y. (2012). Teacher-child relationships from an attachment perspective. Attachment & Human Development, 14(3), 205–211. https://doi.org/10.1080/14616734.2012.672260
  • Zhang, S., Conner, A., Lim, Y., & Lefmann, T. (2021). Trauma-informed care for children involved with the child welfare system: A meta-analysis. Child Abuse & Neglect, 122, 105296. https://doi.org/10.1016/j.chiabu.2021.105296