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Adjusting Intervention Acuity in School Mental Health: Perceiving Trauma Through the Lens of Cultural Competence

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Handbook of Culturally Responsive School Mental Health

Abstract

Over the past decade, the linkage among traumatized youth’s school performance, and specifically the impact of posttraumatic stress disorder (PTSD) symptoms on learning, has garnered increasing attention. Traumatized youth with PTSD report significant deficits in verbal abilities (Saigh, Yasik, Oberfield, Halamdaris, & Bremner, 2006), learning, and memory in comparison to their peers (Yasik, Saigh, Oberfield, & Halamandaris, 2007). This may be due to the impact of traumatic experiences on brain development; some of which include slowing brain cell growth (Cook et al., 2005; Davies, 2002), reduced neurogenesis (e.g., Teicher, Polcari, Andersen, Anderson, & Navalta, 2003), suppression of the immune system (Cook et al., 2005; Davies, 2002), and interference among parts of the brain responsible for the development of affect regulation (van der Kolk, 2005). Thus, it is not surprising that traumatized youth struggle to adapt to the demands of school. Within the classroom, traumatized youth may present with fear, hyperactivity, aggression, somatic problems, and depression (Gabowitz, Zucker, & Cook, 2008), all of which can interfere with learning. Moreover, given the presentation of these problems, teachers and school counselors may falsely classify traumatized youth as oppositional, defiant, or having attention deficit hyperactivity disorder (ADHD), leading to the erroneous suspension, expulsion, or referral of these youth to special education services for emotional disabilities. Notably, none of these classifications or disciplinary actions will likely result in an intervention plan that addresses past trauma exposure.

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  1. University of South Carolina, Columbia, SC, USA

    Leslie K. Taylor, Heather L. Lasky & Mark D. Weist

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  1. Leslie K. Taylor
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  2. Heather L. Lasky
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  3. Mark D. Weist
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Correspondence to Leslie K. Taylor .

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  1. Graduate School of Education, Dept. Educational Psychology, Rutgers University, Seminary Place 10, New Brunswick, 08901, New Jersey, USA

    Caroline S. Clauss-Ehlers

  2. , Department of Psychology, Virginia State University, Hayden Drive 1, Petersburg, 23806, USA

    Zewelanji N. Serpell

  3. , Department of Psychology, University of South Carolina, Pendleton Street 1512, Columbia, 29208, South Carolina, USA

    Mark D. Weist

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Taylor, L.K., Lasky, H.L., Weist, M.D. (2013). Adjusting Intervention Acuity in School Mental Health: Perceiving Trauma Through the Lens of Cultural Competence. In: Clauss-Ehlers, C., Serpell, Z., Weist, M. (eds) Handbook of Culturally Responsive School Mental Health. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4948-5_18

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