Journal of Trauma Studies in Education

Adapting a School-Based Trauma Intervention to Support Students: A Pilot Study

2021-09-23T19:52:11+00:00

The Cognitive Behavioral Intervention for Trauma in Schools (CBITS) has been effective in alleviating symptoms of trauma among students exposed to trauma. Despite its effectiveness, many schools struggle to implement such interventions due to limited time resulting from the required core instructional demands. This pilot study assesses the effectiveness of CBITS sessions with modifications in time lengths and elimination of trauma exposure sessions. The current study uses a mixed-methods approach to evaluate the impact of CBITS for nine middle-school students who presented with symptoms of trauma. For ten weeks, these students participated in 20-minute sessions once a week. The BASC-3 Behavioral and Emotional Screening System (BESS) was used to conduct a pretest-posttest analysis. While post-test results were higher than pretest scores, they were not significant. Qualitative analysis of the post-test interview questions suggested students had a positive change in their thought patterns, support systems, and coping strategies.

Helping Today’s Teachers be More Trauma-Effective: Results from a Needs Assessment and a Proposed Collaborative School Counseling Intern Resource

2022-04-04T23:19:44+00:00

This article describes the process of developing a proposed trauma-related group intervention for teachers. A needs assessment was then piloted in collaboration with the state education association and local school district. Based on the needs assessment and current literature, a protocol was created for the psychoeducational groups, and the intervention was developed. This article notes the growing challenges facing teachers in dealing with trauma-related issues, even more poignant in the context of the current COVID-19 pandemic.

The Challenge of Utilizing Misconduct Data for the Assessment of a Trauma-Informed Intervention

2022-10-25T18:57:35+00:00

As trauma-informed interventions increase in popularity across educational settings, important questions pertaining to the empirical effectiveness of these programs need to be addressed (Thomas et al., 2019). The present study serves as preliminary findings of two east Texas public elementary schools who implemented a Trust-Based Relational Intervention® program to meet the needs of students who have experienced trauma. Researchers analyzed six years of student misconduct data collected at both schools prior to implementing the interventions and found that, in line with past research (Hawken et al., 2007; Martella et al., 2010; Putnam et al., 2003), the misconduct data was not deemed appropriate to determine intervention efficacy for research use. The findings are discussed in terms of the implications for researchers, practitioners, advocates, and policymakers.

Trauma and Perceived Closeness Between Black Adolescents and their Parents’ Impact on Self-Esteem

2022-01-13T20:24:31+00:00

This study explored the impact of trauma upon Black adolescents’ self-esteem through the lens of Structural Family Therapy. Secondary data from the 2014 wave of the National Longitudinal Surveys Children and Young Adults database were utilized. Using a structural family therapy, two research questions were posited which examined the direct effects of two independent variables (trauma and perceived closeness to parents) upon the dependent variable of self-esteem. Linear regressions did not produce significant results in trauma and perceived closeness upon the self-esteem of African American adolescents. Clinical implications and future directions were provided.

Perception of Well-Being among College Students with a Lived History of Foster Care Placement

2022-09-08T14:52:37+00:00

College students with a lived history of foster care are often described in research in terms of the impacts of their life experiences related to foster care. At the same time, however, they have developed strengths that have helped them to gain entry to college. Taking a more holistic lens to their life experiences may help us shift the narrative around these students from a deficit model to a strengths perspective. In this exploratory research, we interviewed undergraduate students with a history of foster care who were entering college to determine how they understood themselves in relationship to concepts of well-being. Most were able to discuss their access to multiple indicators of well-being. We suggest utilizing a framework of well-becoming when working with young persons with these experiences. Assistance from engaged adults aids in this development, which will serve these young adults beyond their college experiences.

U.S. Graduate Students’ Prevalence of Post-traumatic Stress Symptoms during the COVID-19 Pandemic

2022-02-15T16:49:04+00:00

OBJECTIVE: The objective was to learn the extent that graduate students amid the COVID-19 pandemic exhibited post-traumatic stress symptoms.

METHODS: We surveyed graduate students at twelve U.S. universities and analyzed 4,036 survey responses.

RESULTS: 31% of graduate student respondents described post-traumatic stress symptoms (PTSS), defined as experiencing strong reactions on an ongoing basis to events they would usually take in stride. Women and students from historically marginalized racial groups reported greater PTSS than men and White students. PTSS were correlated with food and housing insecurity, concerns about career plans, and degree timelines. PTSS were lower for students who felt supported by advisors and institutional policy changes.

CONCLUSIONS: Combined with the Centers for Disease Control and Prevention’s trauma guidelines, our results provide a basis for university leaders’ actions to support graduate students; readily accessible food and housing assistance, policies that facilitate effective advising, and enhanced student agency via career planning.

Exploring Trauma-Informed Teaching through the Voices of Female Youth

2022-07-29T15:00:40+00:00

Trauma-exposed, female students experience distinct challenges that impact their academic well-being. This study qualitatively explores female students’ school experiences from two high school settings—one trauma-informed school and one comparison school that did not utilize a trauma-informed approach. This study examines how students describe emotional experiences in their academic environment and suggestions for school improvement; as well as how their descriptions differ from comparison school students. Trauma-informed school participants experienced their education environment as emotionally supportive, but were triggered by other students. They also suggest that teachers recognize their unique circumstances, but describe stronger connections to school staff than students at the non-trauma-informed school. Implications are addressed.

“Empowered and Driven to Help”: Learning about Childhood Trauma During Preservice Training

2022-08-26T17:25:03+00:00

Preservice trauma-focused training is one promising, yet presently understudied, opportunity to promote healing and wellbeing across child-serving fields. Additional research is needed to inform the implementation of trauma-focused learning within preservice training programs. While scholars offer theories regarding how to integrate trauma-focused learning, student perspectives remain virtually absent from the conversation. Student perspectives are essential for informing responsive and sustainable adoption. They are particularly relevant, given the unique nature of trauma-focused learning, the prevalence of trauma exposure, and the risks of adverse reactions (e.g., retraumatization). In this descriptive study, we qualitatively analyzed students’ reflections on experiences engaging in trauma-focused learning activities in one course, using dissemination and implementation science frameworks. Findings highlight four learning activities and essential characteristics that promote healthy engagement, learning, and motivation to apply insights to future work with trauma-affected children. Implications for higher education are discussed.

Classrooms as Healing Spaces

2022-02-14T15:55:58+00:00

Classrooms are at the nexus of societal trauma and systemic interlocking oppressions. Fluency with trauma-informed practices is well-recognized as imperative for teachers, however, the connections of trauma to interlocking oppressions is less acknowledged. This paper uses a Disability Critical Race Theory (DisCrit) framework to interrogate discursive entanglements of trauma with other identity markers and the ways in which these have historical and material implications that harm students. This paper explores the way that trauma as a construct is not free from becoming entangled with the systemic impacts of racism and ableism and interrogates some of the assumptions that underpin such use. This paper situates the teacher’s role historically, illustrating how knowledge of the social construction of race, disability, and trauma affects classroom structures, teacher identity, and pedagogical decisions towards creating conditions for healing.

Trauma-informed and Equipped for the Field: Implementing a Trauma Studies Curriculum in a BSW Program

2022-05-05T00:25:57+00:00

It has long been recognized that there is a high prevalence of trauma exposure in client populations served by social workers. The recent (current) pandemic underscores the universality of trauma exposure, not only for clients but for generalist practice social workers. Experiencing trauma impacts the client-worker relationship and client outcomes, which makes it critical to address at an early point in social workers’ education. Implementing a trauma-informed care (TIC) model is becoming the standard of care, despite many social workers not receiving comprehensive, explicit education about trauma until reaching their master’s level education courses. By equipping the baccalaureate level social worker with trauma-specific education, they are better equipped to respond to clients and to be prepared for the impact of their clients’ trauma on their own lives. Offering trauma-courses at the baccalaureate level for social work students offers them opportunity to better serve their clients, recognize organizational practices that support trauma-informed care, and manage their own self care practice. In this paper, the author examines the rationale for, and outlines the creation and implementation of three trauma-specific courses at the baccalaureate social work education level.