Suchergebnisse

Intro -- Acknowledgments -- Introduction to Trauma-Informed Schools -- References -- Contents -- Chapter 1: Safe Touches: Creating a School Community to Prevent Child Sexual Abuse -- 1.1 Overview of The New York Society for the Prevention of Cruelty to Children -- 1.1.1 The Need for Child Sexual Abuse Prevention Programs -- 1.1.2 Responding to NYC Schools -- 1.2 The Safe Touches Workshop -- 1.2.1 Key Learning Concepts -- 1.3 National Institutes of Health Research Study on Safe Touches -- 1.3.1 Study Significance and Aims -- 1.3.2 Primary Outcome Measure: The Children's Knowledge of Abuse Questionnaire -- 1.3.3 Results -- 1.4 The NYSPCC: Building Safe School Communities -- 1.4.1 The NYSPCC Partnership with Horace Mann -- 1.4.2 Curriculum for Students from Kindergarten to the Third Grade -- 1.4.3 Curriculum for Children in the Fourth and Fifth Grade -- 1.4.4 Curriculum for Children in the Middle Division, Grades 6-8 -- 1.4.5 Curriculum for Youth in the Upper Division, Grades 9-12 -- 1.5 Safe Touches Collaboration with the Country of Greece -- References -- Chapter 2: The Fourth R: Teaching Healthy Relationship Skills to Reduce Youth Risk Behaviors -- 2.1 Introduction -- 2.1.1 The Relationship Connection -- 2.2 What Is the Fourth R? -- 2.2.1 Guiding Principles of the Fourth R -- 2.2.1.1 Universal Focus -- 2.2.1.2 Positive Youth Development -- 2.2.1.3 Skills-Based Approach -- 2.2.1.4 Relationships Are the Core Foundation -- 2.2.2 What Do Fourth R Programs Look Like? -- 2.2.3 Achieving SEL Outcomes with Students -- 2.3 Overview of Fourth R Evidence -- 2.3.1 Grade 9 Program Reduces Dating Violence, Increases Condom Use -- 2.3.2 A Buffering Impact Against Violent Delinquency Among Maltreated Youth -- 2.3.3 Better Peer Resistance and Communication Skills -- 2.3.4 Significant Cost Savings -- 2.3.5 Additional Information -- 2.4 Implementation Overview.

Safe Touches: Creating a School Community to Prevent Child Sexual Abuse -- The Fourth R: Teaching Healthy Relationship Skills to Reduce Youth Risk Behaviors -- The Influence of Trauma Exposure on Children's Outcomes -- Trauma, Self-Regulation, and Learning -- Maltreatment as a Wicked Problem: Implications for Educational Settings -- Responding to Childhood Trauma at the Macro and Microsystem Levels: The Necessity for Trauma Sensitive Pedagogy -- Conclusions and Discussion

AbstractLaying a strong foundation for emotional development in children birth to 5 is of critical importance, but the extent to which this is considered following child abuse and/or neglect, foster care placement, reunification, and potential re‐entry into foster care remains unclear. Using a convergent mixed methods design, we investigated perceptions among child welfare professionals given the contributing role they could play in both initiating provider–parent dialogue and connecting families with timely resources to better support early emotional development post‐abuse/neglect. Fifty eight child welfare professionals in an urban, Northeastern County of the USA participated (73% response rate). Survey data and focus group insights shed light on satisfaction with and roadblocks to supporting foster and biological parents in promoting emotional development. A low proportion of respondents offered advice on emotional development, referred families to relevant parent education, or perceived biological or foster parents as extremely prepared. Self‐reported likelihood of providing advice to families was positively associated with access to information on emotional development, years employed, and job satisfaction. Multilevel roadblocks were identified. Results inform systems‐level, family‐centred initiatives and information sharing to better support emotional development post‐abuse and/or neglect.

Children's repair of conflict with parents may be particularly challenging in maltreating families, and early, stressful parent–child interactions may contribute to children's altered neurobiological regulatory systems. To explore neurobiological signatures of repair processes, we examined whether mother and child individual and dyadic respiratory sinus arrhythmia (RSA) covaried with interactive repair differently in maltreating versus nonmaltreating mother–preschooler dyads ( N = 101), accounting for whether repair was mother or child initiated. Mother-initiated repair was equally frequent and protective across groups, associated with no change in mother or child RSA at higher levels of repair. But lower levels of mother repair were associated with child RSA withdrawal in nonmaltreating dyads versus child RSA augmentation in maltreating dyads. In maltreating dyads only, higher child-initiated repair was associated with higher mean mother RSA, whereas lower child repair was associated with mother RSA withdrawal. Findings suggest that interactive repair may have a buffering effect on neurobiological regulation but also that maltreating mothers and children show atypical neurobiological response to interpersonal challenges including differences related to children conducting the work of interactive repair that maltreating parents are less able to provide. We conclude by considering the role of maladaptive parent–child relationship processes in the biological embedding of early adversity.