Trauma-Informed Schools (eBook)

Carlomagno C. Panlilio, Ph.D. is an Assistant Professor in the Department of Educational Psychology, Counseling, and Special Education and a faculty member with the Child Maltreatment Solutions Network at the Pennsylvania State University. The overarching goal of Dr. Panlilio’s program of research is to understand the dynamic interplay between maltreatment, context, and development, and how these processes influence individual differences in learning. His research is guided by an interdisciplinary approach that draws from Developmental Science, Educational Psychology, Statistics, and Social Welfare to examine the multisystemic influences on early adversity and children’s learning. More specifically, he is interested in further explicating self-regulation and self-regulated learning as key developmental and learning processes that explain variability in the academic outcomes of children with a history of maltreatment. Prior to his faculty appointment, Dr. Panlilio practiced as a licensed clinical marriage and family therapist. He has worked in private practice, community agencies, treatment foster care, and a residential treatment facility for adolescents. He has been in clinical practice since 2005 and often worked with at-risk children and families. He previously served as the Vice Chair for the Maryland Board of Professional Counselors and Therapists, and also served as the Chair for the Ethics Committee. Dr. Panlilio earned his B.A. in Psychology from the California State University at Long Beach and an M.S. in Family Studies with a concentration in Couple and Family Therapy from the University of Maryland College Park. Dr. Panlilio earned his Ph.D. in Developmental Science and a certificate in Education, Measurement, and Statistics from the University of Maryland College Park.

Acknowledgments 6
Introduction to Trauma-Informed Schools 8
References 11
Contents 12
Chapter 1: Safe Touches: Creating a School Community to Prevent Child Sexual Abuse 21
1.1 Overview of The New York Society for the Prevention of Cruelty to Children 21
1.1.1 The Need for Child Sexual Abuse Prevention Programs 22
1.1.2 Responding to NYC Schools 23
1.2 The Safe Touches Workshop 24
1.2.1 Key Learning Concepts 25
1.3 National Institutes of Health Research Study on Safe Touches 26
1.3.1 Study Significance and Aims 27
1.3.2 Primary Outcome Measure: The Children’s Knowledge of Abuse Questionnaire 27
1.3.3 Results 29
1.4 The NYSPCC: Building Safe School Communities 30
1.4.1 The NYSPCC Partnership with Horace Mann 30
1.4.2 Curriculum for Students from Kindergarten to the Third Grade 32
1.4.3 Curriculum for Children in the Fourth and Fifth Grade 34
1.4.4 Curriculum for Children in the Middle Division, Grades 6–8 34
1.4.5 Curriculum for Youth in the Upper Division, Grades 9–12 34
1.5 Safe Touches Collaboration with the Country of Greece 35
References 36
Chapter 2: The Fourth R: Teaching Healthy Relationship Skills to Reduce Youth Risk Behaviors 38
2.1 Introduction 38
2.1.1 The Relationship Connection 39
2.2 What Is the Fourth R? 39
2.2.1 Guiding Principles of the Fourth R 40
2.2.1.1 Universal Focus 40
2.2.1.2 Positive Youth Development 40
2.2.1.3 Skills-Based Approach 41
2.2.1.4 Relationships Are the Core Foundation 41
2.2.2 What Do Fourth R Programs Look Like? 42
2.2.3 Achieving SEL Outcomes with Students 43
2.3 Overview of Fourth R Evidence 43
2.3.1 Grade 9 Program Reduces Dating Violence, Increases Condom Use 43
2.3.2 A Buffering Impact Against Violent Delinquency Among Maltreated Youth 44
2.3.3 Better Peer Resistance and Communication Skills 44
2.3.4 Significant Cost Savings 45
2.3.5 Additional Information 45
2.4 Implementation Overview 45
2.4.1 Importance of Implementation Quality 46
2.4.1.1 Good implementation of the Fourth R includes 46
2.5 Final Thoughts 46
Appendix A 48
References 50
Chapter 3: The Influence of Trauma Exposure on Children’s Outcomes 52
3.1 Introduction 52
3.2 Definitional and Conceptual Framework 53
3.3 Sequelae of Trauma Exposure 53
3.3.1 Neurobiological Sequelae 54
3.3.2 Physical Health and Motor Sequelae 57
3.3.3 Cognitive-Academic Sequelae 60
3.3.4 Language Sequelae 62
3.3.5 Social-Emotional Sequelae 64
3.3.6 Mental Health Sequelae 66
3.4 Summary and Implications for Schools 68
References 71
Chapter 4: Trauma, Self-Regulation, and Learning 80
4.1 Introduction 80
4.2 Conceptualizing Self-Regulation 81
4.2.1 Basic Processes 81
4.2.2 Self-Regulation in a Maltreating Context 82
4.2.2.1 The Role of the Family: Emotional Security 82
4.2.2.2 Maltreatment as a Disruptive Process 83
4.2.3 Self-Regulation in the School Context 85
4.2.4 Self-Regulated Learning 87
4.2.5 Maltreatment, Self-Regulation, and Self-Regulated Learning 90
4.2.6 Conclusion and Future Directions 91
References 92
Chapter 5: Maltreatment as a Wicked Problem: Implications for Educational Settings 98
5.1 Introduction 98
5.2 Conceptualizing Wicked Problems 98
5.3 Maltreatment as a Wicked Problem 99
5.3.1 Maltreatment as a Complex Problem 99
5.3.2 Organizational and Institutional Complexity 101
5.3.2.1 Child Welfare 101
5.3.2.2 Juvenile Justice 102
5.3.2.3 Children’s Mental Health 103
5.3.2.4 Schools 104
5.4 Responding to Wicked Problems 105
5.4.1 Authoritative and Collaborative Approaches 106
5.4.2 Process Approaches 106
5.4.3 Design Thinking Approaches 106
5.5 Concluding Comments 107
References 107
Chapter 6: Responding to Childhood Trauma at the Macro- and Microsystem Levels: The Necessity for Trauma-Sensitive Pedagogy 111
6.1 Introduction 111
6.2 Defining Childhood Trauma 112
6.3 Childhood Trauma and Teacher Reporting 113
6.4 Consequences of Childhood Trauma 113
6.5 Secondary Trauma 114
6.6 Macrosystem Responses to Childhood Trauma 115
6.7 Microsystem Responses: Trauma-Sensitive Pedagogy 115
6.8 Implications for Practice 116
6.8.1 Trauma-Sensitive Pedagogy: A Pre-service Example 117
6.8.2 Trauma-Sensitive Pedagogy: An In-Service Example 119
6.9 Conclusion 121
References 122
Chapter 7: Conclusions and Panel Discussion 126
7.1 Summary of the Current Volume 126
7.2 Key Points 128
7.2.1 Cross-System Collaboration and Partnerships with Community and Family 128
7.2.2 Concerns Around the Potentially Stigmatizing Nature of Traumatic Experiences 129
7.2.3 Teacher Support 130
7.2.4 Assessments 132
7.2.5 Policy Linkages and School Discipline Policies 133
7.2.6 Practical Strategies and Resources for Teachers 134
Conference Agenda for Trauma-Informed Schools 136
References 137
Index 140