Reductions in behavioural and emotional difficulties from a specialist, trauma-informed school

References

• Alisic, E. (2012). Teachers’ perspectives on providing support to children after trauma: A qualitative study. School Psychology Quarterly, 27, 51–59.
   PubMed Web of Science ®Google Scholar
• Anda, R.F., Felitti, V.J., Bremner, J.D., Walker, J.D., Whitfield, C.H., Perry, B.D., & Giles, W.H. (2005). The enduring effects of abuse and related adverse experiences in childhood. European Archives of Psychiatry and Clinical Neuroscience, 256, 174–186.
   PubMed Web of Science ®Google Scholar
• Australian Bureau of Statistics (ABS). (2016). Personal Safety Survey (PSS). https://www.abs.gov.au/ausstats/[email protected]/mf/4906.0
   Google Scholar
• Berger, E. (2019). Multi-tiered approaches to trauma-informed care in schools: A systematic review. School Mental Health, 11, 650–664.
   Web of Science ®Google Scholar
• Berger, R., Abu-Raiya, H., & Benatov, J. (2016). Reducing primary and secondary traumatic stress symptoms among educators by training them to deliver a resiliency program (ERASE-Stress) following the Christchurch earthquake in New Zealand. The American Journal of Orthopsychiatry, 86, 236–251.
   PubMed Web of Science ®Google Scholar
• Berger, R., & Gelkopf, M. (2009). School-based intervention for the treatment of tsunami-related distress in children: A quasi-randomised controlled trial. Psychotherapy and Psychosomatics, 78, 364–371.
   PubMed Web of Science ®Google Scholar
• Bloom, S. (1995). Creating sanctuary in the school. Journal for a Just and Caring Education, 4, 403–433.
   Google Scholar
• Bloom, S. (1997). Creating sanctuary: Toward the evolution of sane societies. Routledge.
   Google Scholar
• 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, 507–514.
   Web of Science ®Google Scholar
• Chafouleas, S.M., Johnson, A.H., Overstreet, S., & Santos, N.M. (2016). Towards a blueprint for trauma-informed service delivery in schools. School Mental Health, 8, 144–162.
   Web of Science ®Google Scholar
• Cicchetti, C. (2017). A school-community collaboration model to promote access to trauma- informed behavioural health supports. Journal of the American Academy of Child and Adolescent Psychiatry, 56, S30.
   Web of Science ®Google Scholar
• Cole, S., Greenwald, J., Gadd, M.G., Ristuccia, J., Wallace, D.L., & Gregory, M. (2009). Helping traumatized children learn: supporting school environments for children traumatized by family violence. Massachusetts Advocates for Children.
   Google Scholar
• Cole, S.F., Eisner, A., Gregory, M., & Ristuccia, J. (2013). Helping traumatized children learn: Creating and advocating for trauma-sensitive schools. Massachusetts Advocates for Children.
   Google Scholar
• Crosby, S.D., Day, A., Baroni, B.A., & Somers, C. (2019). Examining trauma-informed teaching and the trauma symptomatology of court-involved girls. The Urban Review, 51, 582–598.
   Google Scholar
• Daviss, W.B., Mooney, D., Racusin, R., Ford, J.D., Fleischer, A., & McHugo, G.J. (2000). Predicting posttraumatic stress after hospitalization for pediatric injury. Journal of the American Academy of Child & Adolescent Psychiatry, 39, 576–583.
   PubMed Web of Science ®Google Scholar
• Deci, E.L., & Ryan, R.M. (2002). The paradox of achievement: The harder you push, the worse it gets. In Improving academic achievement (pp. 61–87). Academic Press.
   Google Scholar
• Donovan, C.L., & Spence, S.H. (2000). Prevention of childhood anxiety disorders. Clinical Psychology Review, 20, 509–531.
   PubMed Web of Science ®Google Scholar
• Dorado, J.S., Martinez, M., McArthur, L.E., & Leibovitz, T. (2016). Healthy Environments in Response to Trauma in Schools (HEARTS): A whole-school, multi-level, prevention and intervention program for creating trauma-informed, safe and supportive schools. School Mental Health, 8, 163–176.
   Web of Science ®Google Scholar
• Downey, L. (2012). Calmer classrooms: A guide to working with traumatised children. Child Safety Commissioner.
   Google Scholar
• DuPaul, G.J. (2007). School-based interventions for students with attention deficit hyperactivity disorder: Current status and future directions. School Psychology Review, 36, 183–194.
   Web of Science ®Google Scholar
• DuPaul, G.J., Eckert, T.L., & Vilardo, B. (2012). The effects of school-based interventions for attention deficit hyperactivity disorder: A meta-analysis 1996–2010. School Psychology Review, 41, 387–412.
   Web of Science ®Google Scholar
• DuPaul, G.J., & Weyandt, L.L. (2006). School-based Intervention for children with attention deficit hyperactivity disorder: Effects on academic, social, and behavioural functioning. International Journal of Disability, Development and Education, 53, 161–176.
   Google Scholar
• Esaki, N., Hopson, L.M., & Middleton, J.S. (2014). Sanctuary model implementation from the perspective of indirect care staff. Families in Society, 95, 261–268.
   Web of Science ®Google Scholar
• Ferguson, R.J., Robinson, A.B., & Splaine, M. (2002). Use of the reliable change index to evaluate clinical significance in SF-36 outcomes. Quality of Life Research, 11, 509–516.
   PubMed Web of Science ®Google Scholar
• Flood, S.J. (2010). The Life Space Interview in Therapeutic Crisis Intervention: An Action Research Study on Its Implementation in a Suburban High School (Doctoral dissertation). New York: St. John Fisher College.
   Google Scholar
• Goodman, R. (2001). Psychometric properties of the strengths and difficulties questionnaire. Journal of the American Academy of Child & Adolescent Psychiatry, 40, 1337–1345.
   PubMed Web of Science ®Google Scholar
• Green, B.L., Saunders, P.A., Power, E., Dass-Brailsford, P., Schelbert, K.B., Giller, E., Wissow, L, Hurtado-de-Mendoza, A., & Mete, M. (2015). Trauma-informed medical care: A CME communication training for primary care providers. Family Medicine, 47, 7–14.
   PubMed Web of Science ®Google Scholar
• Greene, R.W. (2011). Collaborative problem solving can transform school discipline. Phi Delta Kappan, 93, 25–29.
   Web of Science ®Google Scholar
• Hansel, T.C., Osofsky, H., Osofsky, J.D., Costa, R.N., Kronenberg, M.E., & Selby, M.L. (2010). Attention to process and clinical outcomes of implementing a rural trauma treatment program. Journal of Traumatic Stress, 23, 708–715.
   Web of Science ®Google Scholar
• Hawes, D.J., & Dadds, M.R. (2004). Australian data and psychometric properties of the Strengths and Difficulties Questionnaire. Australian & New Zealand Journal of Psychiatry, 38, 644–651.
   PubMed Web of Science ®Google Scholar
• Holmes, C., Levy, M., Smith, A., Pinne, S., & Neese, P. (2015). A model for creating a supportive trauma-informed culture for children in preschool settings. Journal of Child and Family Studies, 24, 1650–1659.
   PubMed Web of Science ®Google Scholar
• Howard, J. (2018). A systemic framework for trauma-aware schooling in Queensland. Queensland University of Technology.
   Google Scholar
• Hymel, S., & Henderson, N.R. (2006). Helping students who are experiencing persistent and/or serious discipline problems to succeed in school: The state of the evidence. Paper presented at the Ontario Ministry of Education Research Symposium.
   Google Scholar
• Jacobson, N.S., Follette, W.C., & Revenstorf, D. (1984). Psychotherapy outcome research: Methods for reporting variability and evaluating clinical significance. Behavior Therapy, 15, 336–352.
   Web of Science ®Google Scholar
• Lawrence, D., Johnson, S., Hafekost, J., Boterhoven de Haan, K., Sawyer, M., Ainley, J., & Zubrick, S.R. (2015). The mental health of children and adolescents: Report on the second Australian child and adolescent survey of mental health and wellbeing. University of Western Australia.
   Google Scholar
• Loeber, R., Burke, J.D., Lahey, B.B., Winters, A., & Zera, M. (2000). Oppositional defiant and conduct disorder: A review of the past 10 years, Part I. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 1468–1484
   PubMed Web of Science ®Google Scholar
• Long, N.J., Wood, M.H., & Fecser, F.A. (2001). Life space crisis intervention (2nd ed.). Pro-Ed Inc.
   Google Scholar
• Kearney, C.A., & Albano, A.M. (2004). The functional profiles of school refusal behavior: Diagnostic aspects. Behavior Modification, 28, 147–161.
   PubMed Web of Science ®Google Scholar
• Kuypers, L. (2013). The zones of regulation: A framework to foster self-regulation. Sensory Integration Special Interest Section Quarterly, 36, 1–4.
   Google Scholar
• Mellor, D. (2004). Furthering the use of the Strengths and Difficulties Questionnaire: Reliability with younger child respondents. Psychological Assessment, 16, 396–401.
   PubMed Web of Science ®Google Scholar
• Mission Australia. (2019). National Survey of Young Australians (2019).
   Google Scholar
• National Child Traumatic Stress Network. (2016). National child traumatic stress network empirically supported treatments and promising practices. Retrieved from http://www.nctsn.org/resources/topics/treatments-that-work/promising-practices.
   Google Scholar
• Ogden, P. (2009). Emotion, mindfulness, and movement. The healing power of emotions, affective neuroscience, development, and clinical practice. Norton.
   Google Scholar
• Perfect, M.M., Turley, M.R., Carlson, J.S., Yohanna, J., & Saint Gilles, M.P. (2016). School- related outcomes of traumatic event exposure and traumatic stress symptoms in students: A systematic review of research from 1990 to 2015. School Mental Health, 8, 7–43.
   Web of Science ®Google Scholar
• Perry, D., & Daniels, M. (2016). Implementing trauma-informed practices in the school setting: A pilot study. School Mental Health, 8, 177–188.
   Web of Science ®Google Scholar
• Postlethwait, A.W., Barth, R.P., & Guo, S. (2010). Gender variation in delinquent behavior changes of child welfare-involved youth. Children and Youth Services Review, 32, 318–324.
   Web of Science ®Google Scholar
• Residential Child Care Project. (2016). Therapuetic Crisis Intervention (TSI) system overview. Cornell University. http://rccp.cornell.edu/tci/tci-1_system.html
   Google Scholar
• Ryan, J.P., Jacob, B.A., Gross, M., Perron, B.E., Moore, A., & Ferguson, S. (2018). Early exposure to child maltreatment and academic outcomes. Child Maltreatment, 23, 365-375.
   PubMed Web of Science ®Google Scholar
• Sanctuary Model. (2012). Community meetings.
   Google Scholar
• Siegel, D. (1999). The developing mind. Guilford.
   Google Scholar
• Stempel, H., Cox-Martin, M., Bronsert, M., Dickinson, L.M., & Allison, M.A. (2017). Chronic school absenteeism and the role of adverse childhood experiences. Academic Pediatrics, 17, 837–843.
   PubMed Web of Science ®Google Scholar
• Stevens, J.E. (2012). Lincoln High School in Walla Walla, WA tries new approach to school discipline— Suspensions drop 85%. ACEs Too High. http://acestoohigh.com/2012/04/23/Iincoln-high-schooI-in-waIla-walia-wa-tries-new-approach-to-school-discipline-expulsions-drop-85/
   Google Scholar
• Stevens, J.E. (2013a). At Cherokee Point Elementary, kids don’t conform to school; school conforms to kids. ACEs Too High. http://acestoohigh.com/2013/07/22/at-cherokee-point-elementary-kids-dont-conform-to-school-school-conforms-to-kids/
   Google Scholar
• Stevens, J.E. (2013b). There’s no such thing as a bad kid in these Spokane, WA, trauma-informed elementary schools. ACEs Too High. http://acestoohigh.com/2013/08/20/spokaneschools/
   Google Scholar
• Stokes, H., & Turnbull, M. (2016). Evaluation of the Berry Street Education Model: Trauma informed positive education enacted in mainstream schools. University of Melbourne Graduate School of Education, Youth Research Centre.
   Google Scholar
• Substance Abuse and Mental Health Services Administration (SAMHSA). (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. HHS Publication No. (SMA) 14-4884.
   Google Scholar
• Tucci, J., Mitchell, J., & Goddard, C. (2007). Children’s fears, hopes and heroes. Melbourne: Australian Childhood Foundation.
   Google Scholar
• Vygotsky, L.S. (1978). Mind in Society. Harvard University Press, Cambridge, MA.
   Google Scholar
• Weathers, F.F., & Ford, J. (1996). Psychometric properties of the PTSD Checklist (PCL-C, PCL-S, PCL-M, PCL-PR). In Measurement of stress, trauma, and adaptation (pp. 250–252). Sidran Foundation & Press.
   Google Scholar
• Wolpow, R., Johnson, M., Hertel, R., & Kincaid, S. (2009). The heart of learning and teaching: compassion, resiliency, and academic success. Washington State Office of Superintendent of Public Instruction Compassionate Schools.
   Google Scholar
• Yanosy, S.M., Harrison, L.C., & Bloom, S.L. (2009). Sanctuary staff training manual for direct care staff. Yonkers, NY: The Sanctuary Institute at Andrus.
   Google Scholar
• Zahra, D., & Hedge, C. (2010). The reliable change index: Why isn’t it more popular in academic psychology. Psychology Postgraduate Affairs Group.
   Google Scholar