Demonstration of a Trauma-Informed Assessment to Intervention Model in a Large Urban School District

Autor/inn/en	von der Embse, Nathaniel; Rutherford, Laura; Mankin, Ariel; Jenkins, Andrew
Titel	Demonstration of a Trauma-Informed Assessment to Intervention Model in a Large Urban School District
Quelle	In: School Mental Health, 11 (2019) 2, S.276-289 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (von der Embse, Nathaniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-018-9294-z
Schlagwörter	Trauma; Urban Schools; School Districts; Models; Intervention; Middle School Students; Mental Health + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Analogiemodell; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Psychohygiene
Abstract	This manuscript describes an implementation of a new model for integrated school mental health services. By incorporating trauma-informed practices with universal screening and teacher coaching, this study examined the processes and procedures necessary to deliver school-based mental health services across Tier I and Tier II within a Multi-Tiered Systems of Support. Developed through an iterative process, this decision-making framework was designed based on feedback from school-based partners, periodic and planned review of program effectiveness, and collecting of data to inform key decisional cut points. A middle school within a large, urban school district was selected as the demonstration site. Teachers received in-service training on both universal mental health screening and effective classroom management practices. Teachers screened students in the fall, winter and spring to assess class and school-wide risk levels. A group of coaches then conducted weekly observations of teachers and provided visual and written performance feedback facilitate development of teachers' classroom management skills. Preliminary data suggests a significant reduction in suspensions and disciplinary infractions. Implications for school psychological services will be provided, as well as future implementation plans including data to inform Tier II intervention selection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01