Addressing Childhood Trauma in School Settings: A Framework for Evidence-Based Practice

  • Sandra M. Chafouleas
  • Taylor A. Koriakin
  • Katrina D. Roundfield
  • Stacy Overstreet
Original Paper

Abstract

Supporting evidence and intervention resources for addressing childhood trauma are growing, with schools indicated as a potentially critical system for service delivery. Multiple points for prevention and intervention efforts in schools are possible, but in this manuscript, we review evidence on trauma-specific interventions targeted to students exhibiting negative symptoms. Trauma-specific interventions with evidence and utility for school-based delivery are highlighted, along with key considerations in selection. In addition, we discuss the potential to maximize the impact of trauma-specific interventions for individual students when delivered as part of a school-wide trauma-informed approach that incorporates system-level prevention and intervention strategies. Future directions for research on trauma-specific interventions and trauma-informed approaches in school settings are discussed.

Keywords

Childhood trauma Trauma-specific School mental health Trauma-informed 

Notes

Compliance with Ethical Standards

Conflict of interest

The authors declare that they have no conflict of interest.

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2018

Authors and Affiliations

  • Sandra M. Chafouleas
    • 1
  • Taylor A. Koriakin
    • 1
  • Katrina D. Roundfield
    • 2
  • Stacy Overstreet
    • 3
  1. 1.Neag School of EducationUniversity of ConnecticutStorrsUSA
  2. 2.SRI InternationalMenlo ParkUSA
  3. 3.Tulane UniversityNew OrleansUSA

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