Healing Invisible Wounds

Autor/in	Adams, Erica J.
Titel	Healing Invisible Wounds
Quelle	In: Reclaiming Children and Youth, 19 (2010) 3, S.32-33 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-5701
Schlagwörter	Emotional Problems; Sexual Abuse; Child Abuse; Brain; Youth; Trauma; Juvenile Justice; Youth Problems; Anxiety; Stress Variables; Posttraumatic Stress Disorder; Developmental Delays; Learning Disabilities; Cognitive Ability; Dropouts; Expulsion; Institutionalized Persons; Mental Disorders; Early Intervention; Prevention; District of Columbia + Suchen Sie Ihr Suchwort? Sexueller Missbrauch; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Gehirn; Jugend; Jugendlicher; Jugendalter; Jugendgerichtshilfe; Angst; Entwicklungsverzögerung; Learning handicap; Lernbehinderung; Denkfähigkeit; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Relegation; Mental illness; Geisteskrankheit; Prävention; Vorbeugung
Abstract	As many as 9 in 10 justice-involved youth are affected by traumatic childhood experiences. According to "Healing Invisible Wounds: Why Investing in Trauma-Informed Care for Children Makes Sense," between 75 and 93 percent of youth currently incarcerated in the justice system have had at least one traumatic experience, including sexual abuse, war, community violence, neglect, and maltreatment. Research points to long-term effects of childhood trauma, including emotional problems and negative impacts on youth brain development. However, few of these youth are identified, and fewer yet receive appropriate treatment or placement. This article summarizes recommendations on investing in trauma-informed care from a new study released by the Washington, DC-based Justice Policy Institute. (ERIC).
Anmerkungen	Reclaiming Children and Youth. PO Box 57 104 N Main Street, Lennox, SD 57039. Tel: 605-647-2532; Fax: 605-647-5212; e-mail: journal@reclaiming.com; Web site: http://reclaimingjournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10