Reductions in Behavioural and Emotional Difficulties from a Specialist, Trauma-Informed School

Autor/in	Diggins, Jesse
Titel	Reductions in Behavioural and Emotional Difficulties from a Specialist, Trauma-Informed School
Quelle	In: Educational and Developmental Psychologist, 38 (2021) 2, S.194-205 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2059-0776
DOI	10.1080/20590776.2021.1923131
Schlagwörter	Trauma; Emotional Problems; Behavior Problems; Behavior Modification; Intervention; Peer Relationship; Parent Attitudes; Program Effectiveness; Student Adjustment; Foreign Countries; Special Schools; Elementary Secondary Education; Self Control; Safety; Educational Environment; Crisis Intervention; Student Behavior; Australia; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Peer-Beziehungen; Elternverhalten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Ausland; Special school; Sonderschule; Selbstbeherrschung; Sicherheit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Krisenintervention; Student behaviour; Schülerverhalten; Australien
Abstract	There is a myriad of research that demonstrates the links between experiences of trauma and emotional and behavioural issues in children and adolescents. Evidence is now emerging that highlights that schools are a critical system to deliver support and interventions to address childhood trauma. The ReLATE trauma-informed model uses school-wide trauma specific interventions to support students who require high levels of adjustment in education. The ReLATE trauma-informed model was evaluated as a 12-month intervention at a specialist school for emotional and behavioural difficulties. The intervention led to beneficial adjustment in various emotional and behavioural outcome domains. Significant reductions were found for parent-reported conduct problems, peer problems and total difficulties. The intervention displayed large effect sizes over the 12-month period. New students to the school demonstrated more positive adjustment. Existing students demonstrated nonsignificant positive adjustment. A reliable change was found for Global Impact, which indicated the benefits that occurred from the intervention generalised into home-life, friendships, learning and leisure activities. While previous literature has focused on teacher-observed adjustments, this study provides a parent perspective of student adjustment. This study also provides clarity around trauma-training and discusses the role that psychologists can play as consultants when implementing trauma-informed practice models in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01