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Social-Emotional Competence Trajectories from a School-Based Child Trauma Symptom Intervention in a Disadvantaged Community

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  • المؤلفون: Hutchison, Morica (ORCID Hutchison, Morica (ORCID 0000-0002-0807-8721); Russell, Beth S.; Wink, Mackenzie N.
  • اللغة:
    English
  • المصدر:
    Psychology in the Schools. Aug 2020 57(8):1257-1272.
  • الموضوع:
    2020
  • نوع التسجيلة:
    Journal Articles
    Reports - Research
  • معلومة اضافية
    • Peer Reviewed:
      Y
    • المصدر:
      16
    • Education Level:
      Elementary Education
      Junior High Schools
      Middle Schools
      Secondary Education
      Early Childhood Education
      Kindergarten
      Primary Education
    • الموضوع:
      Social Development; Emotional Development; Trauma; Symptoms (Individual Disorders); Disadvantaged; Elementary School Students; Middle School Students; Kindergarten; Correlation; Substance Abuse; Delinquency; Comparative Analysis; Prediction; Behavior Problems; Mental Health; Depression (Psychology); Resilience (Psychology); Coping; Longitudinal Studies; Intervention; Gender Differences; Outcomes of Treatment; At Risk Persons
    • الرقم المعرف:
      10.1002/pits.22388
    • ISSN:
      0033-3085
    • نبذة مختصرة :
      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 < 0.01), with gender effects indicating females see the greatest benefit (B = 3.52, t = 4.27, p < 0.01). Results indicated the significance of addressing SEC for children in disadvantaged communities, particularly those indicating a trauma history and resulting symptomology, as well as boys, who indicated reduced treatment effects.
    • نبذة مختصرة :
      As Provided
    • الموضوع:
      2020
    • الرقم المعرف:
      EJ1258652