Examining Trauma-Informed Teaching and the Trauma Symptomatology of Court-Involved Girls |
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Authors: | Crosby Shantel D. Day Angelique Baroni Beverly A. Somers Cheryl |
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Affiliation: | 1.University of Louisville, 206 Oppenheimer Hall, 2217 S. Third St., Louisville, KY, 40292, USA ;2.University of Washington, Room 211 E, 4101 15th Ave NE, Seattle, WA, 98105, USA ;3.Clara B. Ford Academy, 20651 W. Warren St., Dearborn Heights, MI, 48127, USA ;4.Wayne State University, Detroit, MI, USA ; |
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Abstract: | Young women living in urban contexts, particularly those with involvement in the foster care and juvenile justice systems, experience significant barriers to academic well-being as a result of childhood trauma. To date, little research has been done to evaluate evidence-based, trauma-informed educational interventions to improve outcomes among these students. This study used survey data from a multi-year trauma-informed teaching intervention to quantitatively measure the well-being of trauma-exposed girls in an urban, trauma-informed school setting. The study explored whether girls at a trauma-informed school demonstrated significant changes in trauma symptomatology and whether these changes varied by race/ethnicity. As hypothesized, participants experienced a statistically significant decrease in trauma symptoms over the observation period. However, there were no significant differences in trauma symptom change based on race/ethnicity. Policy and practice implications are discussed. |
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