Healthy Environments and Response to Trauma in Schools (HEARTS)
A Whole-School, Multi-level, Prevention and Intervention Program for Creating Trauma-Informed, Safe and Supportive Schools
Bibliographic Data
| ID | 23372829 |
|---|---|
| Authors | Joyce S Dorado (San Francisco General Hospital, corresponding author), Miriam Soto Martinez (0000-0002-7999-6802, Icahn School of Medicine at Mount Sinai), Miriam Martínez, Laura H Mcarthur (0000-0001-6100-9744), Talia Leibovitz (0009-0009-5516-7688) |
| Year | 2016 |
| Volume | 8 |
| Issue | 1 |
| Pages | 163-176 |
| Publication date | 2016-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | School Mental Health (JOURNAL) |
| Journal identifiers | ISSN: 1866-2625 • E-ISSN: 1866-2633 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s12310-016-9177-0 |
| OpenAlex | W2256314567 |
| Language | EN |
| Citations received | 102 |
| References cited | 14 |
Academic achievement · Ethnic group · Intervention (counseling) · Medical education · Medical emergency · Pedagogy · Poison control · Psychological intervention · Response to Intervention · Suicide prevention · Child Abuse and Trauma · Child and Adolescent Psychosocial and Emotional Development · Education Discipline and Inequality · Human Factors and Ergonomics · Medicine · Nursing · Psychology
We Are All In This Together
Earthquake effects on youth
Validation of the Attitudes Related to Trauma-Informed Care Scale (Artic)
The Courage to Care
Systematic Review of School-Wide Trauma-Informed Approaches
Homophily Effect in Trauma-Informed Classroom Training for School Personnel
School‐Family Partnerships to Support Attendance
Move & Thrive
Role of Adverse Childhood Experiences and Intersecting Identities on Adolescents' School Engagement in the United States
Toward a Blueprint for Trauma-Informed Service Delivery in Schools
Teacher stress and burnout in urban middle schools
Multi-tiered Approaches to Trauma-Informed Care in Schools
Resilience in Children Exposed to Violence
Trauma-Informed Practices in Schools Across Two Decades
Effects of trauma‐informed approaches in schools
Prevalence of Adverse Childhood Experiences in Students with Emotional and Behavioral Disorders in Special Education Schools from a Multi-Informant Perspective
ARCCH Model of Resilience
Mixed Methods Illustration of Teachers’ Trauma-Informed Attitudes and Practice
Implementing a School-Wide Trauma-Informed Education Approach
Pilot Evaluation of Safe First Steps
An Evaluation of Whole-School Trauma-Informed Training Intervention Among Post-Primary School Personnel
The School Counselors Role in Supporting Teachers Working with Children who Have Experienced Trauma
Trauma-Informed Education in pre-service teacher training during The Wartime
Academic Achievement After Violence Exposure
Exploring School Professionals’ Definitions of Childhood Trauma
Patterns of maternal adverse childhood experiences and the intergenerational association of preschool children’s emotional and behavioral problems
Understanding and addressing racial stress and trauma in schools
Exploring the Effectiveness and Sustainability of Trust Based Relational Intervention (TBRI®) as a Trauma-informed Approach in Two Tasmanian Child and Family Learning Centres
Adverse childhood and school experiences
Interprofessional collaboration in children's services in Czech primary schools
Teaching on the Frontlines
The impact of trauma-informed practices on academic outcomes of First Nations children
Multi-tiered systems of support for school attendance and its problems
Developing empathy and support for students with the “most challenging behaviors
Multi-Tiered Culturally Responsive Behavior Support
Developing a measure of educator self-efficacy around emotion co-regulation
Potential challenges and future implications for trauma-informed approaches in schools
Compassion fatigue and secondary traumatic stress in teachers
Key Considerations in Delivering Trauma-Informed Professional Learning for Educators
National Guidelines for Trauma-Aware Education in Australia
Social and Emotional Learning during Pandemic-Related Remote and Hybrid Instruction
Relationship building strategies within trauma informed frameworks in educational settings
Addressing trauma and empowering students through school-based mindfulness practices
Towards a deep and reparative wellbeing in schools
What can teachers do to help young people exposed to traumatic events? Young peoples’ perspectives
Assessing the perceived effectiveness of a Montessori-influenced trauma-informed practice (TIP) programme for contemporary early childhood teachers
Sustaining interdisciplinary work in trauma-informed education
Developing an understanding of the trauma-informed pedagogy of primary school teachers
Teacher use of trauma-informed practice in the classroom
International Trauma-Informed Practice Principles for Schools (ITIPPS)
The foundations of flourishing
Educational experiences and needs of students in out-of-home care
Exposure to Adversity and Trauma Among Students Who Experience School Discipline
Secondary School Teachers' Perceptions of Teacher‐Student Relationships in Trauma‐Informed Care
Crime Prevention through Environmental Design in schools
Trauma‐Informed Practices as a Buffer Against Secondary Traumatic Stress
The feasibility and promise of Dialectical Behavior Therapy Skills Training with teachers and school personnel in high‐poverty schools
Burnout in urban teachers
Embedding Coaching and Local Education Champions in Implementing Trauma Informed Practice
Formative evaluation of Peace Spaces in a middle school
Teacher stress and Covid-19
A Framework for a Structured Approach for Formulating a Trauma-Informed Environment
Systemically Trauma-Informed Practice
Interrupting the Weaponization of Trauma-Informed Practice
Toward critical inquiry
The Essential Role of Human Service Nonprofits in Restorative Justice Policy Implementation
Teachers’ experiences and recommendations to support refugee students exposed to trauma
Experiences and support needs of teachers implementing trauma-informed practice for students with intellectual disability
Pre-service teachers’ experiences with students impacted by trauma in the school setting
Trauma-informed practices and physical education
Embedding trauma‐informed practice within the education sector
School Leaders’ Experiences on Dealing with Students Exposed to Domestic Violence
The influence of early adversity on self-regulation and student-teacher relationships in preschool
Early childhood educators’ psychological distress and wellbeing during the Covid-19 pandemic
Development of the Trauma-Informed Practice Scales – School Counseling Programs Version (Tips-SCP)
Mapping out a Canadian university’s trauma-informed landscape
The mediating role of well-being at school in the association between family violence and psychosocial problems
Exploring Factors of Trauma-Related Preparation and Trauma-Related Agency Among School Counselors
A qualitative analysis of the experiences, training, and support needs of school mental health workers regarding student trauma
A Systematic Review of the Existing Evidence on Early Year Interventions for Trauma and Violence Prevention
A Scoping Review on Interventions in Educational Contexts to Support Students Exposed to War
Understanding Trauma-Informed Care Across Settings
Systematic Review of Evaluations of Trauma-Informed Organizational Interventions That Include Staff Trainings
Buffering the effects of childhood trauma within the school setting
Trauma-informed programs in Australian schools
Systems Measures of a Trauma‐Informed Approach
An Umbrella Review of Systematic Reviews on Trauma Informed Approaches
Service needs of children exposed to domestic violence
Teachers as first responders in marginalized, urban communities
A multi-tiered systems of support blueprint for re-opening schools following Covid-19 shutdown
Minding the gap
Beyond the behavior
The Trauma-informed education knowledge survey
The role of school leaders in cultivating a trauma-informed school climate
Changing educational paradigms
Trauma‐Informed Programs Based in Schools
School‐wide implementation of positive behavioral interventions and supports in an alternative school setting
The trauma and learning policy initiative (TLPI)'s inquiry‐based process
Trauma-Sensitive Schools and Social Justice
Programs and Practices to Promote a Safe Campus
Internal Invalidity in Pretest-Posttest Self-Report Evaluations and a Re-evaluation of Retrospective Pretests
How We Design Feasibility Studies
Response-Shift Bias
Telling more than we can know
Exploring Linkages between School Climate, Behavioral Norms, Social Supports, and Academic Success
Development and Implementation of Trauma-Informed Programming in Youth Residential Treatment Centers Using the ARC Framework
Youth exposure to violence
The Impact of Enhancing Students' Social and Emotional Learning
| Unique citing works | 102 |
|---|---|
| Citations per year | 10,2 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 93 |