Social‐emotional competence trajectories from a school‐based child trauma symptom intervention in a disadvantaged community
Bibliographic Data
| ID | 21376166 |
|---|---|
| Authors | Morica Hutchison (0000-0002-0807-8721, Department of Human Development and Family Sciences University of Connecticut Storrs Connecticut, corresponding author), Bob Russell (0000-0001-7008-1887, Department of Human Development and Family Sciences University of Connecticut Storrs Connecticut), Beth S Russell (Department of Human Development and Family Sciences University of Connecticut Storrs Connecticut), Mackenzie N Wink (0000-0002-6701-2992, Department of Human Development and Family Sciences University of Connecticut Storrs Connecticut) |
| Year | 2020 |
| Volume | 57 |
| Issue | 8 |
| Pages | 1257-1272 |
| Publication date | 2020-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.22388 |
| OpenAlex | W3021837705 |
| Language | EN |
| Citations received | 6 |
| References cited | 47 |
Childhood exposure to traumatic experiences and subsequent psychological symptoms increase the risk for lifelong behavioral and mental health problems, including depression diagnoses, reduced adaptive coping strategies, substance abuse, and early death, with negative impacts on children's social development and academic achievement. Social‐emotional competence (SEC) is a key component of resilience to trauma exposure, and early deficits predict increased problem behaviors include delinquency and substance use. SEC is a protective factor that moderates the relationship between risks associated with trauma and subsequent outcomes. The current study used a longitudinal experimental design (treatment vs. comparison) to examine outcomes from a trauma‐informed initiative in a disadvantaged community with high trauma exposure rates for K‐8th grade students ( n = 245). The intervention focused on bolstering children's social‐emotional skills and resilience while reducing trauma symptoms and improving academic performance through multimodal programming. Hierarchical Linear Modeling indicated significant improvements in SEC from the intervention group, in contrast to the comparison group ( B = 3.42, t = 3.04, p B = 3.52, t = 4.27, p
Coping (psychology) · Developmental psychology · Disadvantaged · Juvenile delinquency · Mental health · Psychiatry · Psychological resilience · Psychotherapist · Social change · Social competence · Child Abuse and Trauma · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Psychology
Mixed Methods Illustration of Teachers’ Trauma-Informed Attitudes and Practice
Effectiveness, efficacy, acceptability, and feasibility of trauma‐informed depression, anxiety, and substance use prevention programs for young people aged 12–25 years
Who Gets Referred to School‐Based Trauma Treatment? A Descriptive Analysis of Bounce Back and Support for Students Exposed to Trauma
Determining the Structure of Trauma‐Informed Practices in Schools
Gender, racial-ethnic, and socioeconomic disparities in the development of social-emotional competence among elementary school students
Exploring the factor structure of the child and youth resilience measure (Cyrm-12) for young children in a disadvantaged community
The economic burden of child maltreatment in the United States and implications for prevention
The association between adverse childhood experience (ACE) and school success in elementary school children.
Prevalence of Childhood Exposure to Violence, Crime, and Abuse
Previous Exposure to Trauma and PTSD Effects of Subsequent Trauma
Methods for Handling Missing Data
An introduction to hierarchical linear modeling
Social-Emotional Competence
Psychometric Properties of the Ucla PTSD Reaction Index
Childhood Poverty, Chronic Stress, Self-Regulation, and Coping
Adverse Childhood Experiences
The Lifelong Effects of Early Childhood Adversity and Toxic Stress
How Many Imputations are Really Needed? Some Practical Clarifications of Multiple Imputation Theory
Unpacking ‘culture’
Trauma exposure, PTSD, and parenting in a community sample of low-income, predominantly African American mothers and children
Emotion Knowledge, Social Competence, and Behavior Problems in Childhood and Adolescence
Childhood trauma and distress tolerance in a trauma-exposed acute-care psychiatric inpatient sample
Development and validation of a brief trauma screening measure for children
Inpatient treatment for early sexually abused adults
Positive and negative emotionality
Gender differences in the socialization of preschoolers' emotional competence
Examining Perceived Stress, Childhood Trauma and Interpersonal Trauma in Individuals With Drug Addiction
Mapping the “good mother” – Meanings and experiences in economically and socially disadvantaged contexts
Socioeconomic status, neighborhood disadvantage, and poverty-related stress
Early Social-Emotional Functioning and Public Health
Challenging circumstances moderate the links between mothers' personality traits and their parenting in low-income families with young children
Toward assessing traumatic events and stress symptoms in preschool children from low-income families
The Impact of Enhancing Students' Social and Emotional Learning
| Unique citing works | 6 |
|---|---|
| Citations per year | 1,2 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |