Trauma-informed programs in Australian schools: A systematic review of design, implementation and efficacy

被引:1
|
作者
Newton, Lise [1 ]
Keane, Carol A. [1 ]
Byrne, Mitchell K. [1 ]
机构
[1] Charles Darwin Univ, Fac Hlth, Sch Human Serv, Discipline Psychol, Ellengowan Dr, Casuarina, NT 0810, Australia
关键词
Trauma-informed; Program; Education; School; Australia; ADVERSE CHILDHOOD EXPERIENCES; CHILDREN; OUTCOMES; HEALTH; ABUSE; STUDENTS; IMPACT; YOUTH; RISK; TOOL;
D O I
10.1016/j.childyouth.2023.107368
中图分类号
D669 [社会生活与社会问题]; C913 [社会生活与社会问题];
学科分类号
1204 ;
摘要
There is growing awareness in Australia of the need for trauma-informed programs and the role schools can play in addressing trauma. However, Australian best-practice guidelines informing the development and implementation of trauma-informed programs are currently lacking. This systematic review aims to provide an overview of studies depicting and evaluating trauma-informed programs implemented in Australian schools, with particular focus on the programs' theoretical foundations, design, implementation and efficacy. Four peerreviewed articles published between 2014 and 2022 were identified. The overall quality of all studies was found to be adequate through the use of the Mixed Methods Appraisal Tool. All studies reported positive effects of the implemented trauma-informed programs. Contrary to prior research, this systematic review found similarities in the theoretical foundations, design, and implementation, indicating the use of a unified framework. Differences in the focus of staff training and program implementation were also found; however, variances in evaluation methods and lack of reported outcomes specific to design and implementation elements hindered comparisons and evaluations of program elements. While findings support the continued implementation of trauma-informed programs, a deeper understanding of program elements and how they may impact the efficacy of traumainformed programs could lead to improved trauma-informed care in Australian schools.
引用
收藏
页数:11
相关论文
共 50 条
  • [1] Effects of trauma-informed approaches in schools: A systematic review
    Maynard, Brandy R.
    Farina, Anne
    Dell, Nathaniel A.
    Kelly, Michael S.
    [J]. CAMPBELL SYSTEMATIC REVIEWS, 2019, 15 (1-2)
  • [2] Trauma-Informed High Schools: A Systematic Narrative Review of the Literature
    Carol E. Cohen
    Ian G. Barron
    [J]. School Mental Health, 2021, 13 : 225 - 234
  • [3] Trauma-Informed High Schools: A Systematic Narrative Review of the Literature
    Cohen, Carol E.
    Barron, Ian G.
    [J]. SCHOOL MENTAL HEALTH, 2021, 13 (02) : 225 - 234
  • [4] Facilitators and Barriers in the Implementation of Trauma-Informed Approaches in Schools: A Scoping Review
    R. Wassink - de Stigter
    R. Kooijmans
    M. W. Asselman
    E. C. P. Offerman
    W. Nelen
    P. Helmond
    [J]. School Mental Health, 2022, 14 : 470 - 484
  • [5] Facilitators and Barriers in the Implementation of Trauma-Informed Approaches in Schools: A Scoping Review
    Wassink-de Stigter, R.
    Kooijmans, R.
    Asselman, M. W.
    Offerman, E. C. P.
    Nelen, W.
    Helmond, P.
    [J]. SCHOOL MENTAL HEALTH, 2022, 14 (03) : 470 - 484
  • [6] Trauma-Informed Schools
    Wiest-Stevenson, Courtney
    Lee, Cindy
    [J]. JOURNAL OF EVIDENCE-INFORMED SOCIAL WORK, 2016, 13 (05): : 498 - 503
  • [7] Multi-tiered Approaches to Trauma-Informed Care in Schools: A Systematic Review
    Emily Berger
    [J]. School Mental Health, 2019, 11 : 650 - 664
  • [9] Trauma-Informed Practice in Physical Activity Programs for Young People: A Systematic Review
    Berger, Emily
    O'Donohue, Katelyn
    Jeanes, Ruth
    Alfrey, Laura
    [J]. TRAUMA VIOLENCE & ABUSE, 2024, 25 (04) : 2584 - 2597
  • [10] Barriers and enablers for the implementation of trauma-informed care in healthcare settings: a systematic review
    Huo, Yan
    Couzner, Leah
    Windsor, Tim
    Laver, Kate
    Dissanayaka, Nadeeka N.
    Cations, Monica
    [J]. IMPLEMENTATION SCIENCE COMMUNICATIONS, 2023, 4 (01):