Skip to main content
SpringerLink
Log in

Trauma-Informed Care as a Framework to Reduce Trauma and Violence in Schools

  • Chapter
  • First Online:
School Violence and Primary Prevention

  • 834 Accesses

Abstract

Exposure to adverse or traumatic events in childhood has been linked to a host of negative and lasting effects on health and well-being throughout the life course (Anda et al. Eur Arch Psychiatry Clin Neurosci, 256(3):174–186, 2006). Students who are suffering from the effects of trauma may experience alterations in their thinking, mood, or patterns of reactivity that may contribute to or compound academic difficulties. A student’s behavior may escalate quickly to violence due to profound physiological dysregulation, and/or they may subsequently experience harsh or punitive consequences for their maladaptive behaviors that are re-traumatizing, and may lead to further distress. Both outcomes may jeopardize the safety of the student and those around them. How school personnel respond to trauma-exposed students can decrease the compounding effects of trauma, and can create a safer school experience for everyone (Rivard et al. Ther Community, 26(1):83–96, 2005). This chapter will provide a framework for how trauma-informed care (TIC) can create a culture of safety that can decrease violence in schools. Drawing on emerging data from trauma systems transformation projects and the empirical literature, this chapter will explore the tenets and assumptions of trauma-informed care, propose intervention, and data strategies for integration of trauma-informed care into a Multi-tiered Systems of Support model, and provide essential elements of a data-driven, trauma-informed approach to reducing trauma and violence in schools. Case examples are provided to illustrate concepts.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 139.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    All names and other personal identifiers of this case have been changed to protect privacy and confidentiality.

References

  • Adams, Z. W., Moreland, A., Cohen, J. R., Lee, R. C., Hanson, R. F., Danielson, C. K., et al. (2016). Polyvictimization: Latent profiles and mental health outcomes in a clinical sample of adolescents. Psychology of Violence, 6(1), 145.

    Article  Google Scholar 

  • Agnich, L. E., & Miyazaki, Y. (2013). A multilevel cross-national analysis of direct and indirect forms of school violence. Journal of School Violence, 12(4), 319–339.

    Article  Google Scholar 

  • American Psychiatric Association (Ed.). (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Association.

    Google Scholar 

  • Anda, R. F., Felitti, V. J., Bremner, J. D., Walker, J. D., Whitfield, C. H., Perry, B. D., et al. (2006). The enduring effects of abuse and related adverse experiences in childhood. European Archives of Psychiatry and Clinical Neuroscience, 256(3), 174–186.

    Article  Google Scholar 

  • Atallah, D. G., Koslouski, J. B., Perkins, K. N., Marsico, C., & Porche, M. V. (2019). An evaluation of trauma and learning policy Initiative’s (TLPI) inquiry-based process: Year three. Boston University, Wheelock College of Education and Human Development.

    Google Scholar 

  • Azeem, M. W., Aujla, A., Rammerth, M., Binsfeld, G., & Jones, R. B. (2011). Effectiveness of six core strategies based on trauma-informed care in reducing seclusions and restraints at a child and adolescent psychiatric hospital. Journal of Child and Adolescent Psychiatric Nursing, 24(1), 11–15.

    Article  Google Scholar 

  • Baker, C. N., Brown, S. M., Wilcox, P. D., Overstreet, S., & Arora, P. (2016). Development and psychometric evaluation of the attitudes related to trauma-informed care (ARTIC) scale. School Mental Health, 8(1), 61–76.

    Article  Google Scholar 

  • Bakker, A. B., & Demerouti, E. (2008). Towards a model of work engagement. Career Development International, 13(3), 209–223.

    Article  Google Scholar 

  • Bartlett, J. D., Barto, B., Griffin, J., Fraser, J. G., Hodgdon, H., & Bodian, R. (2016). Trauma-informed care in the Massachusetts child trauma project. Child Maltreatment, 21(2), 101–112.

    Article  Google Scholar 

  • Bassuk, E. L., Unick, G. J., Paquette, K., & Richard, M. K. (2017). Developing an instrument to measure organizational trauma-informed care in human services: The TICOMETER. Psychology of Violence, 7(1), 150–157.

    Article  Google Scholar 

  • Benuto, L. T., Newlands, R., Ruork, A., Hooft, S., & Ahrendt, A. (2018). Secondary traumatic stress among victim advocates: Prevalence and correlates. Journal of evidence-informed social work, 15(5), 494–509.

    Article  Google Scholar 

  • Blasé, K., van Dyke, M., & Fixsen, D. (2015). Implementation drivers: Assessing best practices. Adapted with permission by The State Implementation & Scaling-up of Evidence-based Practices Center (SISEP). Based on the work of The National Implementation Research Network (NIRN). University of North Carolina Chapel Hill.

    Google Scholar 

  • Blodgett, C., & Dorado, J. (2016). A selected review of trauma-informed school practice and alignment with educational practice. CLEAR Trauma Center. San Francisco, CA: University of California, 1, 1–88.

    Google Scholar 

  • Bloom, S. L. (2006). Human service systems and organizational stress: Thinking and feeling our way out of existing organizational dilemmas. Report for the trauma task force, Philadelphia, PA.

    Google Scholar 

  • Borntrager, C., Caringi, J. C., van den Pol, R., Crosby, L., O’Connell, K., Trautman, A., & McDonald, M. (2012). Secondary traumatic stress in school personnel. Advances in School Mental Health Promotion, 5(1), 38–50.

    Article  Google Scholar 

  • Bowman-Perrott, L., Benz, M. R., Hsu, H., Kwok, O., Eisterhold, L. A., & Zhang, D. (2013). Patterns and predictors of disciplinary exclusion over time: An analysis of the SEELS national data set. Journal of Emotional and Behavioral Disorders, 21, 83–96.

    Article  Google Scholar 

  • Brave Heart, M. Y. H. (2003). The historical trauma response among natives and its relationship to substance abuse: A Lakota illustration. Journal of Psychoactive Drugs, 35(1), 7–13.

    Article  Google Scholar 

  • Bride, B. E., Robinson, M. M., Yegidis, B., & Figley, C. R. (2004). Development and validation of the secondary traumatic stress scale. Research on Social Work Practice, 14, 27–35.

    Article  Google Scholar 

  • Briere, J. (1996). Trauma symptom checklist for children (pp. 00253–00258). Psychological Assessment Resources.

    Google Scholar 

  • Brend, D., Fletcher, K., & Nutton, J. (2013). With Laura: Attachment and the healing potential of substitute caregivers within cross-cultural child welfare practice. First peoples child & family review: an interdisciplinary journal honouring the voices, perspectives, and knowledges of first peoples through research, critical analyses, stories, standpoints and media reviews, 7(2), 43–59.

    Google Scholar 

  • Campbell, A., & Hemsley, S. (2009). Outcome rating scale and session rating scale in psychological practice: Clinical utility of ultrabrief measures. Clinical Psychologist, 13(1), 1–9.

    Article  Google Scholar 

  • Caringi, J. C., Stanick, C., Trautman, A., Crosby, L., Devlin, M., & Adams, S. (2015). Secondary traumatic stress in public school teachers: Contributing and mitigating factors. Advances in School Mental Health Promotion, 8(4), 244–256.

    Article  Google Scholar 

  • Cecil, C. A., Viding, E., Barker, E. D., Guiney, J., & McCrory, E. J. (2014). Double disadvantage: The influence of childhood maltreatment and community violence exposure on adolescent mental health. Journal of Child Psychology and Psychiatry, 55(7), 839–848.

    Article  Google Scholar 

  • Centers for Disease Control and Prevention. (2016a). Understanding school violence, downloaded on 6/9/2020 from https://www.cdc.gov/violenceprevention/pdf/school_violence_fact_sheet-a.pdf

  • Centers for Disease Control and Prevention. (2016b). About the CDC-Kaiser ACE study: Major findings. Retrieved from https://www.cdc.gov/violenceprevention/acestudy/about.html

  • Cicchetti, D., & Toth, S. L. (2005). Child maltreatment. Annual Review of Clinical Psychology., 1, 409–438.

    Article  Google Scholar 

  • Chafouleas, S. M., Johnson, A. H., Overstreet, S., & Santos, N. M. (2016). Toward a blueprint for trauma-informed service delivery in schools. School Mental Health, 8(1), 144–162.

    Google Scholar 

  • Cornell, D. G. (2020). Threat assessment as a school violence prevention strategy. Criminology & Public Policy, 19(1), 235–252.

    Article  Google Scholar 

  • Cook, S. H., Valera, P., Calebs, B. J., & Wilson, P. A. (2017). Adult attachment as a moderator of the association between childhood traumatic experiences and depression symptoms among young Black gay and bisexual men. Cultural Diversity and Ethnic Minority Psychology, 23(3), 388.

    Google Scholar 

  • Cornell, D., & Sheras, P. (2006). Guidelines for responding to student threats of violence. Sopris West.

    Google Scholar 

  • Danieli, Y. (1980). Families of survivors of the Nazi Holocaust: Some long- and some shortterm effects. In N. Milgram (Ed.), Psychological stress and adjustment in time of war and peace. Hemisphere Publishing Corps.

    Google Scholar 

  • De Gruy, J. (2005). Post traumatic slave syndrome. Uptone Press.

    Google Scholar 

  • De Bellis, M. D., & Zisk, A. (2014). The biological effects of childhood trauma. Child and Adolescent Psychiatric Clinics, 23(2), 185–222.

    Google Scholar 

  • Detrich, R. (2013). Innovation, implementation science, and data-based decision making: Components of successful reform. In M. Murphy, S. Redding, & J. Twyman (Eds.), Handbook on innovations in learning (pp. 31–48). Center on Innovations in Learning.

    Google Scholar 

  • Detrich, R., Keyworth, R., & States, J. (2007). A roadmap to evidence-based education: Building an evidencebased culture. Journal of Evidence-Based Practices for Schools, 8(1), 26.

    Google Scholar 

  • Dollard, M. F., & Bakker, A. B. (2010). Psychosocial safety climate as a precursor to conducive work environments, psychological health problems, and employee engagement. Journal of Occupational and Organizational Psychology, 83(3), 579–599.

    Article  Google Scholar 

  • Dorado, J., Martinez, M., McArthur, L., & Leibovitz, T. (2016). Healthy Environments and Response to Trauma in Schools (HEARTS): A whole-school, multi-level, prevention and intervention program for creating trauma-informed, safe and supportive schools. School Mental Health, 8, 163–176.

    Article  Google Scholar 

  • Easton, J. E., & Erchul, W. P. (2011). An exploration of teacher acceptability of treatment plan implementation: Monitoring and feedback methods. Journal of Educational and Psychological Consultation, 21(1), 56–77.

    Article  Google Scholar 

  • Elliott, D. S., & Mihalic, S. (2004). Issues in disseminating and replicating effective prevention programs. Prevention Science, 5(1), 47–53.

    Article  Google Scholar 

  • Espelage, D. L., & Hong, J. S. (2019). School climate, bullying, and school violence. In M. J. Mayer & S. R. Jimerson (Eds.), School safety and violence prevention: Science, practice, policy (pp. 45–69). American Psychological Association.

    Chapter  Google Scholar 

  • Finkelhor, D., Turner, H. A., Shattuck, A., & Hamby, S. L. (2015). Prevalence of childhood exposure to violence, crime, and abuse: Results from the national survey of children’s exposure to violence. JAMA Pediatrics, 169(8), 746–754.

    Article  Google Scholar 

  • Finkelhor, D., Vanderminden, J., Turner, H., Shattuck, A., & Hamby, S. (2016). At-school victimization and violence exposure assessed in a national household survey of children and youth. Journal of School Violence, 15(1), 67–90.

    Article  Google Scholar 

  • Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa, FL: University of South Florida, National Implementation Research Network.

    Google Scholar 

  • Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American journal of preventive medicine, 14(4), 245–258.

    Google Scholar 

  • Foa, E. B., Johnson, K. M., Feeny, N. C., & Treadwell, K. R. (2001). The child PTSD symptom scale: A preliminary examination of its psychometric properties. Journal of Clinical Child Psychology, 30(3), 376–384.

    Article  CAS  Google Scholar 

  • Foa, E. B., Chrestman, K. R., & Gilboa-Schechtman, E. (2008). Prolonged exposure therapy for adolescents with PTSD emotional processing of traumatic experiences, therapist guide. Oxford University Press.

    Google Scholar 

  • Fry, D., Fang, X., Elliott, S., Casey, T., Zheng, X., Li, J., et al. (2018). The relationships between violence in childhood and educational outcomes: A global systematic review and meta-analysis. Child Abuse & Neglect, 75, 6–28.

    Article  Google Scholar 

  • Gordon, J., & Johnson, M. (2003). Race, speech, and a hostile educational environment: What color is free speech? Journal of Social Psychology, 34(3), 414–436.

    Google Scholar 

  • Guarino, K., & Chagnon, E. (2018). Leading trauma-sensitive schools action guide. Trauma-sensitive schools training package. National Center on Safe Supportive Learning Environments.

    Google Scholar 

  • Harter, S. (2003). Development of self-representations during childhood and adolescence. In M. R. Leary & J. P. Tangney (Eds.), The handbook of self and identity (pp. 610–642). Guilford.

    Google Scholar 

  • Hensel, J. M., Ruiz, C., Finney, C., & Dewa, C. S. (2015). Meta-analysis of risk factors for secondary traumatic stress in therapeutic work with trauma victims. Journal of Traumatic Stress, 28(2), 83–91.

    Article  Google Scholar 

  • Hojnoski, R. L., Caskie, G. I., Gischlar, K. L., Key, J. M., Barry, A., & Hughes, C. L. (2009). Data displaypreference, acceptability, and accuracy among urban Head Start teachers. Journal of Early Intervention, 32(1), 38–53.

    Article  Google Scholar 

  • Hormann, S., & Vivian, P. (2005). Toward an understanding of traumatized organizations and how to intervene in them. Traumatology, 11(3), 159–169.

    Article  Google Scholar 

  • Jenkins, S. R., & Baird, S. (2002). Secondary traumatic stress and vicarious trauma: A validational study. Journal of Traumatic Stress, 15, 423–432.

    Article  Google Scholar 

  • Kaplow, J. B., Rolon-Arroyo, B., Layne, C. M., Rooney, E., Oosterhoff, B., Hill, R., et al. (2020). Validation of the UCLA PTSD Reaction Index for DSM-5: A developmentally informed assessment tool for youth. Journal of the American Academy of Child & Adolescent Psychiatry, 59(1), 186–194.

    Article  Google Scholar 

  • Kataoka, S. H., Stein, B. D., Jaycox, L. H., Wong, M., Escudero, P., Tu, W., et al. (2003). A school-based mental health program for traumatized Latino immigrant children. Journal of the American Academy of Child and Adolescent Psychiatry, 42(3), 311–318.

    Article  Google Scholar 

  • Kealey, K. A., Peterson, A. V., Jr., Gaul, M. A., & Dinh, K. T. (2000). Teacher training as a behavior change process: Principles and results from a longitudinal study. Health Education & Behavior, 27(1), 64–81.

    Article  CAS  Google Scholar 

  • Kearney, C., Gonzálvez, C., Graczyk, P. A., & Fornander, M. (2019). Reconciling contemporary approaches to school attendance and school absenteeism: Toward promotion and nimble response, global policy review and implementation, and future adaptability (part 1). Frontiers in Psychology, 10, 2222.

    Article  Google Scholar 

  • Lang, J. M., & Connell, C. M. (2017). Development and validation of a brief trauma screening measure for children: The Child Trauma Screen. Psychological trauma: theory, research, practice, and policy, 9(3), 390.

    Article  Google Scholar 

  • Lawson, H. A., Caringi, J. C., Gottfried, R., Bride, B. E., & Hydon, S. P. (2019). Educators’ secondary traumatic stress, children’s trauma, and the need for trauma literacy. Harvard Educational Review, 89(3), 421–447.

    Article  Google Scholar 

  • Marrow, M. T., Knudsen, K. J., Olafson, E., & Bucher, S. E. (2012). The value of implementing TARGET within a trauma-informed juvenile justice setting. Journal of Child & Adolescent Trauma, 5(3), 257–270.

    Article  Google Scholar 

  • Mc Guckin, C., Lewis, C. A., Cummins, P. K., & Cruise, S. M. (2017). The stress and trauma of school victimization in Ireland: A retrospective account. Psychology, Society, & Education, 3(1), 55–67.

    Article  Google Scholar 

  • McEwen, B. S., & Wingfield, J. C. (2010). What’s in a name? Integrating homeostasis, allostasis and stress. Hormones and Behavior, 57(2), 105.

    Article  Google Scholar 

  • McIntosh, K., & Turri, M. G. (2014). Positive Behavior Support: Sustainability and Continuous Regeneration. Grantee Submission. downloaded on Jan 10, 2022 from https://files.eric.ed.gov/fulltext/ED562561.pdf

  • McLaughlin, K. A., & Lambert, H. K. (2017). Child trauma exposure and psychopathology: Mechanisms of risk and resilience. Current Opinion in Psychology, 14, 29–34.

    Article  Google Scholar 

  • Miech, E. J., Rattray, N. A., Flanagan, M. E., Damschroder, L., Schmid, A. A., & Damush, T. M. (2018). Inside help: An integrative review of champions in healthcare-related implementation. SAGE Open Medicine, 6, 2050312118773261.

    Article  Google Scholar 

  • Miller, P. S., & Levine, R. L. (2013). Avoiding genetic genocide: Understanding good intentions and eugenics in the complex dialogue between the medical and disabilities communities. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3566260/

  • Molcho, M., Craig, W., Due, P., Pickett, W., Harel-Fisch, Y., Overpeck, M. D., & HBSC Bullying Writing Group. (2009). Cross-national time trends in bullying behavior: Findings from Europe and North America. International Journal of Public Health, 54, S225–S234.

    Article  Google Scholar 

  • Mongan, P., Hatcher, S. S., & Maschi, T. (2009). Etiology of school shootings: Utilizing a purposive, non-impulsive model for social work practice. Journal of Human Behavior in the Social Environment, 19(5), 635–645.

    Google Scholar 

  • Musu, L., Zhang, A., Wang, K., Zhang, J., & Oudekerk, B. (2019). Indicators of school crime and safety: 2018. From https://ncvc.dspacedirect.org/handle/20.500.11990/1242

  • National Child Traumatic Stress Network. (2016). What is a trauma-informed child and family service system? Downloaded from https://www.nctsn.org/resources/what-trauma-informed-child-and-family-service-system

  • Perfect, M. M., Turley, M. R., Carlson, J. S., Yohanna, J., & Saint Gilles, M. P. (2016). School-related outcomes of traumatic event exposure and traumatic stress symptoms in students: A systematic review of research from 1990 to 2015. School Mental Health, 8(1), 7–43

    Google Scholar 

  • Rapp, L. A., & Wodarski, J. S. (2019). Violence in schools. In Empirically based interventions targeting social problems (pp. 65–86). Springer.

    Chapter  Google Scholar 

  • Renshaw, T. L., Long, A. C., & Cook, C. R. (2015). Assessing adolescents’ positive psychological functioning at school: Development and validation of the Student Subjective Wellbeing Questionnaire. School Psychology Quarterly, 30(4), 534.

    Article  Google Scholar 

  • Rivard, J. C., Bloom, S. L., McCorkle, D., & Abramaovitz, R. (2005). Preliminary results of a study examining the implementation and effects of a trauma recovery framework for youths in residential treatment. Therapeutic Community: The International Journal for Therapeutic and Supportive Organizations, 26(1), 83–96.

    Google Scholar 

  • Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press.

    Google Scholar 

  • Rosen, A. L., Handley, E. D., Cicchetti, D., & Rogosch, F. A. (2018). The impact of patterns of trauma exposure among low income children with and without histories of child maltreatment. Child Abuse & Neglect, 80, 301–311.

    Article  Google Scholar 

  • Schmid, M., Lüdtke, J., Dolitzsch, C., Fischer, S., Eckert, A., & Fegert, J. M. (2020). Effect of trauma-informed care on hair cortisol concentration in youth welfare staff and client physical aggression towards staff: Results of a longitudinal study. BMC Public Health, 20(1), 21.

    Article  Google Scholar 

  • Schreck, C. J., Miller, J. M., & Gibson, C. L. (2003). Trouble in the school yard: A study of the risk factors of victimization at school. Crime & Delinquency, 49(3), 460–484.

    Article  Google Scholar 

  • Sege, R. D., Amaya-Jackson, L., & American Academy of Pediatrics Committee on Child Abuse and Neglect. (2017). Clinical considerations related to the behavioral manifestations of child maltreatment. Pediatrics, 139(4), e20170100.

    Article  Google Scholar 

  • Shonkoff, J. P., Garner, A. S., Committee on Psychosocial Aspects of Child and Family Health, Committee on Early Childhood, Adoption, and Dependent Care, and Section on Developmental and Behavioral Pediatrics, Siegel, B. S., Dobbins, M. I., Earls, M. F., ... & Wood, D. L. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232–e246.

    Google Scholar 

  • Smith Hatcher, S., Bride, B. E., Oh, H., Moultrie King, D., & Franklin Catrett, J. (2011). An assessment of secondary traumatic stress in juvenile justice education workers. Journal of Correctional Health Care, 17(3), 208–217.

    Article  Google Scholar 

  • Sotero, M. M. (2006). A conceptual model of historical trauma: Implications for public health, practice and research. Journal of Health Disparities Research and Practice, 1(1), 93–108.

    Google Scholar 

  • Sprang, G. (2019). Secondary traumatic stress in school personnel. Presentation at the translational research forum on secondary traumatic stress, September 5, 2019. University of Kentucky Center on Trauma and Children.

    Google Scholar 

  • Sprang, G., Clark, J. J., & Whitt-Woosley, A. (2007). Compassion fatigue, compassion satisfaction, and burnout: Factors impacting a professional’s quality of life. Journal of Loss and Trauma, 12, 259–280.

    Article  Google Scholar 

  • Sprang, G., Craig, C., & Clark, J. (2011). Secondary traumatic stress and burnout in child welfare workers: A comparative analysis of occupational distress across professional groups. Child Welfare, 90(6), 149–168.

    Google Scholar 

  • Sprang, G., Ross, L., Miller, B. C., Blackshear, K., & Ascienzo, S. (2017). Psychometric properties of the secondary traumatic stress–informed organizational assessment. Traumatology, 23(2), 165–171.

    Article  Google Scholar 

  • Sprang, G., Ford, J., Kerig, P., & Bride, B. (2019). Defining secondary traumatic stress and developing targeted assessments and interventions: Lessons learned from research and leading experts. Traumatology, 25(2), 72.

    Google Scholar 

  • Sprang, G., Lei, F., & Bush, H. (2021). Can organizational efforts Lead to less secondary traumatic stress? A longitudinal investigation of change. American Journal of Orthopsychiatry, 91(4), 443–453. https://doi.org/10.1037/ort0000546

    Article  Google Scholar 

  • Stamm, B. H. (2010). The ProQOL (Professional quality of life scale: Compassion satisfaction and compassion fatigue). ProQOL.org.

    Google Scholar 

  • Stevens, J. E. (2012). Lincoln high school in walla walla, WA tries new approach to school discipline— Suspensions drop 85%. ACEs too high. Retrieved from http://acestoohigh.com/2012/04/23/lincolnhigh-school-in-walla-walla-wa-tries-new-approachto-school-discipline-expulsions-drop-85/

  • Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. HHS publication no. (SMA) 14–4884. Substance Abuse and Mental Health Services Administration.

    Google Scholar 

  • Sulkowski, M. L., & Michael, K. (2014). Meeting the mental health needs of homeless students in schools: A multitiered system of support framework. Children and Youth Services Review, 44, 145–151.

    Google Scholar 

  • Traumatic Stress Institute. (1994). The TSI belief scale. Author.

    Google Scholar 

  • Tyler, T. A. (2012). The limbic model of systemic trauma. Journal of Social Work Practice, 26(1), 125–138.

    Article  Google Scholar 

  • U.S. Department of Health & Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Children’s Bureau. (2020). Child maltreatment 2018. Available from https://www.acf.hhs.gov/cb/research-data-technology/statistics-research/child-maltreatment

  • US Department of Health and Human Services, Substance Abuse and Mental Health Administration. (2014). Tips for disaster responders: Understanding historical trauma when responding to an event in Indian country. Retrieved from https://www.acf.hhs.gov/trauma-toolkit/trauma-concept

  • Vachon, D. D., Krueger, R. F., Rogosch, F. A., & Cicchetti, D. (2015). Different forms of child maltreatment have comparable consequences among children from low-income families. JAMA Psychiatry, 72(11), 1135.

    Article  Google Scholar 

  • Van Hook, M. P., & Rothenberg, M. (2009). Quality of life and compassion satisfaction/fatigue and burnout in child welfare workers in community based care organizations in central Florida. Social Work & Christianity, 36(1), 36–54.

    Google Scholar 

  • Vossekuil, B., Reddy, M., Fein, R., Borum, R., & Modzeleski, W. (2000). U.S.S.S. Safe school initiative: An interim report on the prevention of targeted violence in schools. U.S. Secret Service, National Threat Assessment Center.

    Google Scholar 

  • Walters, K., Simoni, J. M., & Evans-Campbell, T. (2002). Substance use among American Indians and Alaska Natives: Incorporating culture in an “indigenist” stress-coping paradigm. Public Health Reports, 117(1), S104–S117.

    Google Scholar 

  • Wang, J., Iannotti, R. J., & Nansel, T. R. (2009). School bullying among adolescents in the United States: Physical, verbal, relational, and cyber. Journal of Adolescent Health, 45, 368–375.

    Article  Google Scholar 

  • Wike, T. L., & Fraser, M. W. (2009). School shootings: Making sense of the senseless. Aggression and Violent Behavior, 14(3), 162–169.

    Google Scholar 

  • Zhang, A., Musu-Gillette, L., & Oudekerk, B. A. (2016). Indicators of school crime and safety: 2015. (NCES 2016–079/NCJ 249758). National Center for Education Statistics, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Psychiatry, College of Medicine, University of Kentucky, Lexington, KY, USA

    Ginny Sprang

  2. Center on Trauma and Children, Department of Psychiatry, College of Medicine, University of Kentucky, Lexington, KY, USA

    Ginny Sprang

Authors
  1. Ginny Sprang
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ginny Sprang .

Editor information

Editors and Affiliations

  1. Department of Psychiatry, College of Medicine, Department of Gerontology, College of Public Health, University of Kentucky, Lexington, KY, USA

    Thomas W. Miller

Rights and permissions

Reprints and permissions

Copyright information

© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Sprang, G. (2023). Trauma-Informed Care as a Framework to Reduce Trauma and Violence in Schools. In: Miller, T.W. (eds) School Violence and Primary Prevention. Springer, Cham. https://doi.org/10.1007/978-3-031-13134-9_20

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-13134-9_20

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-13133-2

  • Online ISBN: 978-3-031-13134-9

  • eBook Packages: MedicineMedicine (R0)

Publish with us

Policies and ethics

Search

Navigation