Effects of trauma-informed approaches in schools: A systematic review
Effects of trauma-informed approaches in schools: A systematic review
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DOI：
10.1002/cl2.1018
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发表时间：
2019-06-01
影响因子：
3.2
通讯作者：
Kelly, Michael S.
中科院分区：
文献类型：
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作者：
Maynard, Brandy R.;Farina, Anne;Kelly, Michael S.
2.1. 暴露于不同类型的创伤与不同类型和复杂性的不良后果相关，包括对认知功能、注意力、记忆、学习成绩和学校相关行为的不良影响。鉴于对创伤的研究越来越多，对与创伤相关的患病率、后果和成本的了解也越来越多，地方、州和联邦各级都在努力使系统“创伤知情”（Lang et al., 2015）。事实上，已经提出了联邦立法来推进创伤知情实践，1973年至2015年期间提出了大约49项法案，明确提到了创伤知情实践，其中一半以上是在2015年提出的（Purtle & Lewis, 2017）。特别是在美国，在学校环境中推广和提供创伤知情方法的速度很快。至少有17个州在学校、地区甚至全州范围内实施了创伤知情方法（Overstreet & Chafouleas, 2016）。许多地方、州和联邦的倡议以及教育相关组织不断增加的支持，推动了学校创伤知情方法的快速增长。虽然在学校创建创伤知情方法的意图是高尚的，但相对而言，人们对其收益、成本以及如何定义和评估创伤知情方法知之甚少（Berliner & Kolko, 2016）。在学校建筑或学区等复杂系统中采用创伤知情方法是一项耗时且潜在昂贵的努力，并且存在潜在的危害；因此，重要的是评估这种方法的影响，为政策和实践提供信息。目的：本综述的目的是识别、描述和综合创伤教育方法在学校效果的证据，为政策制定者和教育工作者提供指导，并找出证据基础中的重要空白。
2.1. BackgroundExposure to different types of trauma have been associated with varying types and complexity of adverse outcomes, including adverse effects on cognitive functioning, attention, memory, academic performance, and school‐related behaviors. Given the growing research on trauma and increased knowledge about the prevalence, consequences and costs associated with trauma, there have been increased efforts at the local, state and federal levels to make systems “trauma‐informed”(Lang et al., 2015). Indeed, federal legislation has been proposed to advance trauma‐informed practice, with approximately 49 bills introduced between 1973 and 2015 that explicitly mentioned trauma‐informed practice, with more than half introduced in 2015 alone (Purtle & Lewis, 2017). The promotion and provision of trauma‐informed approaches in school settings in particular is growing at a rapid rate across the United States. At least 17 states have implemented trauma‐informed approaches at the school, district, and even state‐wide levels (Overstreet & Chafouleas, 2016). This rapid increase in the growth of trauma‐informed approaches in schools has been fueled by a number of local, state, and federal initiatives and increasing support by education related organizations. While the intent of creating trauma‐informed approaches in schools is a noble one, relatively little is known about the benefits, costs, and how trauma‐informed approaches are being defined and evaluated (Berliner & Kolko, 2016). Adopting a trauma‐informed approach in a complex system such as a school building or district is a time consuming and potentially costly endeavor, and there is potential for harm; therefore, it is important to assess the effects of this approach to inform policy and practice.2.2. ObjectivesThe purpose of this review was to identify, describe and synthesize the evidence of effects of trauma‐informed approaches in schools to provide guidance for policymakers and educators and to identify important gaps in the evidence base.