What's the matter with ACEs? Recommendations for considering early adversity in educational contexts
What's the matter with ACEs? Recommendations for considering early adversity in educational contexts
复制标题
ACE 出了什么问题？
DOI：
10.1016/j.chiabu.2023.106073
复制
发表时间：
2023
影响因子：
4.8
通讯作者：
Humphreys, Kathryn L.
中科院分区：
文献类型：
--
作者：
Compton, Alisha B.;Panlilio, Carlomagno C.;Humphreys, Kathryn L.
背景目前，一些创伤教育实践使用“ACE分数”，这个数字代表1998年不良童年经历(ACE)研究得出的一项调查中认可的项目的总和。我们注意到，调查提供的教育信息有限，而且这些分数在设计和提供个性化干预以支持经历过逆境的学生方面的效用有限。目的我们试图说明为什么ACE不适合用于创伤信息教育，提供与逆境相关的术语的定义，从这些术语中可以更广泛和普遍地理解逆境，并为将逆境信息方法整合到教育环境中提供建议。方法我们汇编了逆境相关概念的定义，并在回顾心理学和教育学领域的相关研究的基础上提出了建议。结果与其说根据特定的儿童经历的创伤事件来定制教育实践，我们建议教育工作者集中精力建立支持性课堂，旨在用从学习科学中提取的最佳实践来支持学生，并理解早期的逆境可能会影响学生发展和行为的不同轨迹。此外，进一步研究教育实践，包括使用共同的语言来描述和定义与逆境有关的经历，是更好地支持逆境教育目标所需的具体步骤。
BackgroundCurrently, some trauma-informed education practices use “ACE scores,” a number that represents the sum of endorsed items from a survey derived from the Adverse Childhood Experiences (ACEs) study in 1998. We caution that the survey provides limited information within education, and such scores have limited utility for designing and delivering individualized intervention to support students who have experienced adversity.ObjectiveWe sought to illustrate why ACEs are not well-suited for use in trauma-informed education, provide definitions for adversity-related terms from which a broader and common understanding of adversity can stem, and provide recommendations for integration of adversity-informed approaches to the educational context.MethodsWe compiled definitions of adversity-related constructs and made recommendations based on review of relevant research from the fields of psychology and education.ResultsRather than tailoring educational practices to specific children based on the “traumatic” events they experience, we recommend educators focus their efforts on building supportive classrooms geared toward supporting students with best practices drawn from the Science of Learning, and with the understanding that early adversity can influence heterogeneous trajectories in student development and behavior. In addition, further research on educational practices, including the use of a shared language for describing and defining adversity-related experiences, are the concrete steps needed to better support a goal of adversity-informed education.