Toward a Blueprint for Trauma-Informed Service Delivery in Schools
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Recognition of the benefits to trauma-informed approaches is expanding, along with commensurate interest in extending delivery within school systems. Although information about trauma-informed approaches has quickly burgeoned, systematic attention to integration within multitiered service delivery frameworks has not occurred yet is essential to accurate, durable, and scalable implementation. In addition, there is a critical need to concurrently build a strong evidence base regarding trauma-informed service delivery in schools. In this paper, the literatures on trauma-informed approaches and multitiered frameworks for school-based service delivery are connected with the goal to provide suggestions toward building blueprints for trauma-informed service delivery in schools. Drawing from the literature on implementation blueprints for school-wide positive behavior supports, sections are organized around current knowledge about trauma-informed approaches with regard to blueprints for (a) implementation, (b) professional development, and (c) evaluation. Critical issues, strategy recommendations, and directions for research are discussed.
KeywordsTrauma-informed Response to intervention Chronic stress Multitiered frameworks
The authors wish to thank Division 16 of the American Psychological Association for supporting the Trauma-Informed Services Workgroup. Preparation of this manuscript was supported in part by funding provided by the Institute for Education Sciences, US Department of Education (R305A140543).
Compliance with Ethical Standards
Conflict of interest
All authors declare no conflict of interest.
Human and Animal Rights
This article does not contain any studies with human participants or animals performed by any of the authors.
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