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

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.

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Correspondence to Sandra M. Chafouleas.

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Chafouleas, S.M., Koriakin, T.A., Roundfield, K.D. et al. Addressing Childhood Trauma in School Settings: A Framework for Evidence-Based Practice. School Mental Health 11, 40–53 (2019). https://doi.org/10.1007/s12310-018-9256-5

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Keywords

  • Childhood trauma
  • Trauma-specific
  • School mental health
  • Trauma-informed