Trauma Archives - Page 3 of 7 - National Wraparound Initiative (NWI)

Tools to Measure Progress in Implementing Trauma-Informed Approach

October 17, 2019 | Emily Taylor

The Child Health and Development Institute of Connecticut, Inc. (CHDI) has published “Issue Brief 72: Are We Trauma-Informed? Tools to Measure Progress in a Program, School, or Organization,” which summarizes results of a research review they, along with the Yale School of Medicine, and the Medical University of South Carolina, did of 49 surveys evaluating trauma-informed approach. The reviewers identified four assessment tools as the most promising for evaluating an organization’s progress in implementing a trauma-informed approach.

Read the issue brief on evaluation of trauma-informed approaches»

Family Instability and Children’s Social Development

September 20, 2019 | Emily Taylor

This recent research brief from Child Trends looks at family instability – changes in parents’ situations such as marriage, divorce, and romantic partners moving in or out of the home – and its potentially negative influence on children’s and adolescents’ functioning and behavior.

Read the brief»

Research: How to Protect Babies from Trauma Before it Happens

August 21, 2019 | Emily Taylor

This article discusses the work of The JPB Research Network on Toxic Stress, a multi-university group of researchers working to develop measures to identify children’s relative vulnerability to stress, in hopes of allowing for earlier intervention and prevention.

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CHDI IMPACT Report: Helping Young Children Exposed to Trauma

June 6, 2019 | Emily Taylor

A new IMPACT report from the Child Health and Development Institute of Connecticut, Inc. (CHDI), provides a summary of the research on the effects of early trauma exposure and outlines Connecticut’s approach to early intervention, which can be useful for other programs. The report notes there are unique challenges in identifying the effects of trauma in very young children. Many young children not enrolled in early education programs and trauma symptoms are often misinterpreted as developmental delays or behavior problems. The report includes case studies on interventions in different settings and outlines key elements of trauma-informed systems.

Access the report and related video»

More Research on Pervasive Effects of Childhood Trauma

June 6, 2019 | Emily Taylor

A research study published recently provided further evidence of the long-term negative impact caused by growing up in poverty and experiencing traumatic events as a child. The study’s senior author Ruben C. Gur, Ph.D., a professor of Psychiatry, Radiology, and Neurology, and director of the Brain Behavior Laboratory, said “Parents and educators should become more aware of the special needs of children who are exposed to either adversity. Additionally, mental health professionals should be particularly on notice that traumatic events are associated not only with PTSD, but with elevations across domains including mood, anxiety, and psychosis.”

Read more about the study»

Child Trends Brief: How to Implement Trauma-Informed Care to Build Resilience to Childhood Trauma

May 13, 2019 | Emily Taylor

A recent Child Trends brief summarizes current research on childhood trauma and outlines a framework for implementing trauma-informed care in programs and services for children and families.

Read the brief»

OJJDP Study Findings on Dual System Youth

May 8, 2019 | Emily Taylor

OJJDP’s Dual System Youth Design Study aimed to identify challenges, successes and best practices in cross-system collaboration for working with youth who have been involved with child welfare and juvenile justice systems. Researchers found that “dual system youth had higher rates of over-representation of African Americans and higher proportion of females,” and had “longer histories in child welfare with more placements and higher rates of recidivism than youth with involvement in just one system.” The project also resulted in a best practices recommendations for cross-system collaboration.

Read more about the study»

Early Childhood Development

April 1, 2019 | Emily Taylor

Harvard’s Center on the Developing Child has published a new online resource, “What is Early Childhood Development? A Guide to the Science” that explains how children develop in their earliest years, why that time period is so important, and the practical ways we can support early childhood development (ECD) and improve outcomes for children and families. The guide includes brief summaries of key findings and how they can guide policymakers and program developers to improve outcomes for children and families, as well as videos and other related resources.

Access the guide»

Trauma-Informed Schools Terms Dictionary from Connecticut

March 6, 2019 | Emily Taylor

Connecticut’s Trauma-Informed School Mental Health Task Force created “Developing a Common Language in Connecticut: A Dictionary of Terms Related to Trauma-Informed Schools” to address the need for a common language for school-based practitioners, community-based providers and state government stakeholders to use. They followed the structure used in the “Glossary of Terms Related to Trauma-Informed, Integrated Healthcare,” published by the National Child Traumatic Stress Network in 2018.

Access the new resource from Connecticut»

Gauging how family, community impact children’s mental health

February 21, 2019 | Emily Taylor

Researchers, Wenhua Lu, an assistant professor of childhood studies at Rutgers University–Camden, and Yunyu Xiao, a researcher at New York University, have co-authored a study looking at factors that help to mitigate the impact of Adverse Childhood Experiences (ACEs). The results of their surveys of parents indicated a “significant direct relationship” between family cohesion and community involvement and lower levels of mental health disorders during adolescence for youth who experienced ACEs.

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