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ds2-5-body-xs">University of Prishtina</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://gcal.academia.edu/StephenWebb"><img class="profile-avatar u-positionAbsolute" alt="Stephen A Webb" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/696243/236706/2491462/s200_stephen.webb.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://gcal.academia.edu/StephenWebb">Stephen A Webb</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Glasgow Caledonian University</p></div></div></ul></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="26519346" href="https://www.academia.edu/Documents/in/Social_Work"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://csun.academia.edu/AlejandraAcu%C3%B1a","location":"/AlejandraAcu%C3%B1a","scheme":"https","host":"csun.academia.edu","port":null,"pathname":"/AlejandraAcu%C3%B1a","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Social Work"]}" data-trace="false" data-dom-id="Pill-react-component-67ce7c86-3991-4618-a7b5-349b82749550"></div> <div id="Pill-react-component-67ce7c86-3991-4618-a7b5-349b82749550"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="26519346" href="https://www.academia.edu/Documents/in/Social_Welfare"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Social Welfare"]}" data-trace="false" data-dom-id="Pill-react-component-02ddfb33-0880-4c77-8a53-08b7984a2c2b"></div> <div id="Pill-react-component-02ddfb33-0880-4c77-8a53-08b7984a2c2b"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="26519346" href="https://www.academia.edu/Documents/in/Storytelling"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Storytelling"]}" data-trace="false" data-dom-id="Pill-react-component-3155e0f1-5806-4565-b43e-40fb030ddeb1"></div> <div id="Pill-react-component-3155e0f1-5806-4565-b43e-40fb030ddeb1"></div> </a></div></div><div class="external-links-container"><ul class="profile-links new-profile js-UserInfo-social"><li class="profile-profiles js-social-profiles-container"><i class="fa fa-spin fa-spinner"></i></li></ul></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Alejandra Acuña</h3></div><div class="js-work-strip profile--work_container" data-work-id="126048489"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/126048489/Helping_Those_Who_Come_Here_Alone_A_Surge_of_Young_Unaccompanied_Immigrants_Is_Met_with_a_Broad_Range_of_Programs_Intended_to_Salve_the_Effects_of_Trauma_Heal_Family_Relationships_and_Help_with_Immigration_Legal_Issues"><img alt="Research paper thumbnail of Helping Those Who Come Here Alone: A Surge of Young, Unaccompanied Immigrants Is Met with a Broad Range of Programs Intended to Salve the Effects of Trauma, Heal Family Relationships, and Help with Immigration Legal Issues" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/126048489/Helping_Those_Who_Come_Here_Alone_A_Surge_of_Young_Unaccompanied_Immigrants_Is_Met_with_a_Broad_Range_of_Programs_Intended_to_Salve_the_Effects_of_Trauma_Heal_Family_Relationships_and_Help_with_Immigration_Legal_Issues">Helping Those Who Come Here Alone: A Surge of Young, Unaccompanied Immigrants Is Met with a Broad Range of Programs Intended to Salve the Effects of Trauma, Heal Family Relationships, and Help with Immigration Legal Issues</a></div><div class="wp-workCard_item"><span>Phi Delta Kappan</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">[ILLUSTRATION OMITTED] Not long ago, Mayra, we&#39;ll call her, came to the U.S. from El Salvador...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">[ILLUSTRATION OMITTED] Not long ago, Mayra, we&#39;ll call her, came to the U.S. from El Salvador determined to succeed. Her mother and father back home suffered from alcoholism, and she had witnessed domestic violence and suffered sexual abuse. In the U.S., she first lived with an aunt and then an older sister, where she faced further emotional and physical abuse. She was not deterred and refused to return to El Salvador. Mayra moved again and found stability with another older sister and brother-in-law. She worked hard to learn English and earn good grades. She couldn&#39;t shake the anger and sadness from all that she had faced in the U.S. and in El Salvador. She struggled with a temper that got in the way of relationships at school and at home. She participated in group counseling with other newcomer students and began to open up about her past experiences. She also participated in individual counseling to address sexual trauma. She joined a swim team and found the physical exercise and camaraderie to be calming and supportive. She found solace in music and writing poetry, too. Now 16 and in the 9th grade in a school in the Los Angeles Unified School District (LAUSD), Mayra dreams of becoming a nurse, getting married, and building a family of her own someday. Mayra is not alone. In a one-year period--from September 2013 to September 2014--the U.S. border patrol detained about 68,000 unaccompanied minors, a 77% increase from the previous year. Three-quarters came from Guatemala, Honduras, and El Salvador, countries ranked among the most violent in the world (Collier, 2015). The recent crisis of unaccompanied minors in the U.S. has sparked a need for schools to adapt practices and policies to ensure newcomers adjust and achieve. It is not possible to determine the number of unaccompanied minors in LAUSD because a combination of federal, state, and local guidelines require LAUSD to enroll all students regardless of their immigration status. LAUSD school social workers say that newcomer students have told of many types of trauma they have endured: * Newly arrived students have witnessed gang members beating up and killing people in their neighborhoods in their native countries. * One mother sent her son to the U.S. because of threatening notes from gang members who warned her son about the dangers of not joining a local gang, with words that included &quot;this is your last warning.&quot; * During la crusada (crossing the border), some students reported being sexually harassed and assaulted by coyotes (adults paid to get children across the border). * One female student said she was raped by multiple gang members and left for dead. She asked her aunt to send her to the U.S. to avoid death. * Many students come to the United States to live with family members who they don&#39;t really know. They often feel alone, sad, isolated, and like they don&#39;t fit in. * Many students experience harassment and discrimination by peers at their new schools. Welcoming students Trauma can literally rearrange the brain&#39;s wiring, according to Bessel van der Kolk, a Boston University School of Medicine trauma researcher and neuroscientist (2014); specifically, it affects areas dedicated to pleasure, engagement, control, and trust. The LAUSD&#39;s role has been to welcome all immigrant students and provide comprehensive academic, health, and social-emotional supports so they can learn and achieve their academic potential. Teachers are accustomed to adapting their classrooms to newcomer students, yet the past couple of years have brought a wave of newcomers who arrive alone from hometowns plagued by violence and gang activity. LAUSD has long recognized the need to address the mental health needs of its students, opening a mental health department in 1933. The department employs over 300 psychiatric social workers, psychiatrists, and support staff who partner with education professionals. …</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126048489"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126048489"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126048489; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=126048489]").text(description); $(".js-view-count[data-work-id=126048489]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 126048489; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='126048489']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="101472898"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/101472898/Applying_a_Trauma_Informed_School_Systems_Approach_Examples_from_School_Community_Academic_Partnerships"><img alt="Research paper thumbnail of Applying a Trauma Informed School Systems Approach: Examples from School Community-Academic Partnerships" class="work-thumbnail" src="https://attachments.academia-assets.com/102006067/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/101472898/Applying_a_Trauma_Informed_School_Systems_Approach_Examples_from_School_Community_Academic_Partnerships">Applying a Trauma Informed School Systems Approach: Examples from School Community-Academic Partnerships</a></div><div class="wp-workCard_item"><span>Ethnicity & disease</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Schools can play an important role in addressing the effects of traumatic stress on students by p...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Schools can play an important role in addressing the effects of traumatic stress on students by providing prevention, early intervention, and intensive treatment for children exposed to trauma. This article aims to describe key domains for implementing trauma-informed practices in schools. The Substance Abuse and Mental Health Administration (SAMHSA) has identified trauma-informed domains and principles for use across systems of care. This article applies these domains to schools and presents a model for a Trauma-Informed School System that highlights broad macro level factors, school-wide components, and tiered supports. Community partners from one school district apply this framework through case vignettes. Case 1 describes the macro level components of this framework and the leveraging of school policies and financing to sustain trauma-informed practices in a public health model. Case 2 illustrates a school founded on trauma-informed principles and practices, and its promotion of...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="be415136587712d697e373f9ca2e6807" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":102006067,"asset_id":101472898,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/102006067/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101472898"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101472898"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101472898; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "be415136587712d697e373f9ca2e6807" } } $('.js-work-strip[data-work-id=101472898]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":101472898,"title":"Applying a Trauma Informed School Systems Approach: Examples from School Community-Academic Partnerships","internal_url":"https://www.academia.edu/101472898/Applying_a_Trauma_Informed_School_Systems_Approach_Examples_from_School_Community_Academic_Partnerships","owner_id":26519346,"coauthors_can_edit":true,"owner":{"id":26519346,"first_name":"Alejandra","middle_initials":null,"last_name":"Acuña","page_name":"AlejandraAcuña","domain_name":"csun","created_at":"2015-02-19T11:41:51.861-08:00","display_name":"Alejandra Acuña","url":"https://csun.academia.edu/AlejandraAcu%C3%B1a"},"attachments":[{"id":102006067,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/102006067/thumbnails/1.jpg","file_name":"358a3afd4f456074fe55e435c100201b159a.pdf","download_url":"https://www.academia.edu/attachments/102006067/download_file","bulk_download_file_name":"Applying_a_Trauma_Informed_School_System.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/102006067/358a3afd4f456074fe55e435c100201b159a-libre.pdf?1683614037=\u0026response-content-disposition=attachment%3B+filename%3DApplying_a_Trauma_Informed_School_System.pdf\u0026Expires=1740592969\u0026Signature=IoReSvkEbvmc6tJ~YooXv2tJX6PU4Uycle65BE72RqOUB79xTa0E28c2IJC8kcnlkOzfjRpq-vtIdTcej1rBRWZlioN1VPAmroqGnxdCCqocNg41w30RABKLgijdQPxnsuLxT6wN1mdb6qqdsIaRQOtycWm5chvz-2MFERwLE42IZZSi~CIU24MSi6TWUy~NZkXWBIa0afmkSW~HFlGB8bsG~TAGoQr0pbp2lE0UZuk2LdxpUg7Tg3AKoZdnG~TviLtbjyEccOZyUo8A6HeY82gIDgIECZB6B~UYTNHbSCiHts4a-xNHbHPCaO1oJJ-dd6ARZiA-dCUK0l~jepeCZA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="101472897"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/101472897/Family_Communication_Styles_and_Resilience_among_Adolescents"><img alt="Research paper thumbnail of Family Communication Styles and Resilience among Adolescents" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/101472897/Family_Communication_Styles_and_Resilience_among_Adolescents">Family Communication Styles and Resilience among Adolescents</a></div><div class="wp-workCard_item"><span>Social Work</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Some adolescents manage to be resilient, whereas others develop posttraumatic stress disorder (PT...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Some adolescents manage to be resilient, whereas others develop posttraumatic stress disorder (PTSD) symptoms after experiencing trauma, but the mechanisms underlying these differences are unclear. Public secondary school students (N = 98) referred for counseling completed questionnaires assessing exposure to stressful events, family communication, and PTSD. Seventy percent of the sample reported PTSD symptoms in the clinical range. Open family communication was negatively associated with female gender, problem family communication (PFC), and PTSD symptom severity. PFC was positively associated with female gender, number of stressful events, and PTSD symptom severity. Family storytelling style had a negative association with age, PFC, and avoidance symptoms. In the full regression model only the number of life events and PFC appeared to have an independent effect on PTSD symptom severity. Results indicate that exposure to stressful life events and poor family communication are associated with increased risk for PTSD symptoms. Findings may be useful in family-focused approaches to treating adolescents with trauma histories and highlighting the importance of PTSD screening in school-based counseling.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101472897"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101472897"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101472897; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=101472897]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":101472897,"title":"Family Communication Styles and Resilience among Adolescents","internal_url":"https://www.academia.edu/101472897/Family_Communication_Styles_and_Resilience_among_Adolescents","owner_id":26519346,"coauthors_can_edit":true,"owner":{"id":26519346,"first_name":"Alejandra","middle_initials":null,"last_name":"Acuña","page_name":"AlejandraAcuña","domain_name":"csun","created_at":"2015-02-19T11:41:51.861-08:00","display_name":"Alejandra Acuña","url":"https://csun.academia.edu/AlejandraAcu%C3%B1a"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="101472896"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/101472896/Helping_those_who_come_here_alone"><img alt="Research paper thumbnail of Helping those who come here alone" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/101472896/Helping_those_who_come_here_alone">Helping those who come here alone</a></div><div class="wp-workCard_item"><span>Phi Delta Kappan</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Los Angeles Unified School District is experiencing a new wave of unaccompanied minor immigra...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Los Angeles Unified School District is experiencing a new wave of unaccompanied minor immigrants coming to its schools — some with mental health issues related to their past lives and their trek into the U.S. The district has a bevy of programs intended to help those students with their trauma, their home relationships, and their legal status.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101472896"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101472896"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101472896; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=101472896]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":101472896,"title":"Helping those who come here alone","internal_url":"https://www.academia.edu/101472896/Helping_those_who_come_here_alone","owner_id":26519346,"coauthors_can_edit":true,"owner":{"id":26519346,"first_name":"Alejandra","middle_initials":null,"last_name":"Acuña","page_name":"AlejandraAcuña","domain_name":"csun","created_at":"2015-02-19T11:41:51.861-08:00","display_name":"Alejandra Acuña","url":"https://csun.academia.edu/AlejandraAcu%C3%B1a"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="101472882"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/101472882/Coping_and_Resilience_PTSD_Screening_and_Brief_Intervention_for_Underrepresented_Students_at_a_Public_University"><img alt="Research paper thumbnail of Coping and Resilience: PTSD Screening and Brief Intervention for Underrepresented Students at a Public University" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/101472882/Coping_and_Resilience_PTSD_Screening_and_Brief_Intervention_for_Underrepresented_Students_at_a_Public_University">Coping and Resilience: PTSD Screening and Brief Intervention for Underrepresented Students at a Public University</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://csun.academia.edu/AlejandraAcu%C3%B1a">Alejandra Acuña</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/TodFranke">Todd Franke</a></span></div><div class="wp-workCard_item"><span>Social Work</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The undetected and untreated PTSD symptoms (difficulty paying attention, nightmares and difficult...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The undetected and untreated PTSD symptoms (difficulty paying attention, nightmares and difficulty sleeping, irritability or aggression, flashbacks, diminished interest in activities, self-destructive behavior, and feeling isolated) of college students may interfere with their relationships, well-being, learning, and academic success. To examine the feasibility, acceptability, and impact of providing a short-term trauma-specific evidence-based group intervention, Coping & Resilience (C&R), an adaptation of Cognitive Behavioral Intervention for Trauma in Schools (CBITS) was implemented at a large urban public university. Fifty college students (54 percent male, 90 percent students of color), with a mean PTSD symptom score of 34 at pretest (considered in the moderate range of symptom severity) participated in C&R groups. As expected, student PTSD symptoms improved after group participation. A Quade test showed a significant decrease in the scores from pretest to follow-up for PTSD and...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101472882"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101472882"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101472882; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=101472882]").text(description); 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</script> <div class="js-work-strip profile--work_container" data-work-id="84558872"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/84558872/Coping_and_Resilience_PTSD_Screening_and_Brief_Intervention_for_Underrepresented_Students_at_a_Public_University"><img alt="Research paper thumbnail of Coping and Resilience: PTSD Screening and Brief Intervention for Underrepresented Students at a Public University" class="work-thumbnail" src="https://attachments.academia-assets.com/89539175/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/84558872/Coping_and_Resilience_PTSD_Screening_and_Brief_Intervention_for_Underrepresented_Students_at_a_Public_University">Coping and Resilience: PTSD Screening and Brief Intervention for Underrepresented Students at a Public University</a></div><div class="wp-workCard_item"><span>Social Work</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The undetected and untreated PTSD symptoms (difficulty paying attention, nightmares and difficult...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The undetected and untreated PTSD symptoms (difficulty paying attention, nightmares and difficulty sleeping, irritability or aggression, flashbacks, diminished interest in activities, self-destructive behavior, and feeling isolated) of college students may interfere with their relationships, well-being, learning, and academic success. To examine the feasibility, acceptability, and impact of providing a short-term trauma-specific evidencebased group intervention, Coping & Resilience (C&R), an adaptation of Cognitive Behavioral Intervention for Trauma in Schools (CBITS) was implemented at a large urban public university. Fifty college students (54 percent male, 90 percent students of color), with a mean PTSD symptom score of 34 at pretest (considered in the moderate range of symptom severity) participated in C&R groups. As expected, student PTSD symptoms improved after group participation. A Quade test showed a significant decrease in the scores from pretest to follow-up for PTSD and two subscales (intrusion and avoidance). Large public universities serving underrepresented students are uniquely positioned to become trauma-and resilience-informed systems and to provide trauma support services to promote student well-being.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="841a576eac093868794b196357313b53" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":89539175,"asset_id":84558872,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/89539175/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="84558872"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="84558872"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 84558872; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38894790"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/38894790/Minority_Male_Mentoring_A_Multi_Tiered_Model_for_College_Success"><img alt="Research paper thumbnail of Minority Male Mentoring: A Multi-Tiered Model for College Success" class="work-thumbnail" src="https://attachments.academia-assets.com/58993163/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38894790/Minority_Male_Mentoring_A_Multi_Tiered_Model_for_College_Success">Minority Male Mentoring: A Multi-Tiered Model for College Success</a></div><div class="wp-workCard_item"><span>Proceedings of the Thirteenth Annual National Symposium on Student Retention</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Minority male college students continue to face overwhelming obstacles to pursuing their academic...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Minority male college students continue to face overwhelming obstacles to pursuing their academic aspirations due to a mix of psychosocial, environmental, and systemic factors. In 2016-17, the California State University, Northridge (CSUN) Male Minority Mentoring (M3) program launched a multi-tiered intervention model to address barriers and facilitators to college success. In the first year, we conducted intensive outreach and recruitment activities to involve this hard-to-engage population. Activities included one-on-one peer and faculty mentoring, focus groups, basketball clinics, online PTSD screening, and time-limited weekly resilience and coping groups. Preliminary results and lessons learned will be discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e93587b25658cd9eb7e5f33a15f78b93" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58993163,"asset_id":38894790,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58993163/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38894790"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38894790"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38894790; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38894790]").text(description); $(".js-view-count[data-work-id=38894790]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38894790; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38894790']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e93587b25658cd9eb7e5f33a15f78b93" } } $('.js-work-strip[data-work-id=38894790]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38894790,"title":"Minority Male Mentoring: A Multi-Tiered Model for College Success","internal_url":"https://www.academia.edu/38894790/Minority_Male_Mentoring_A_Multi_Tiered_Model_for_College_Success","owner_id":26519346,"coauthors_can_edit":true,"owner":{"id":26519346,"first_name":"Alejandra","middle_initials":null,"last_name":"Acuña","page_name":"AlejandraAcuña","domain_name":"csun","created_at":"2015-02-19T11:41:51.861-08:00","display_name":"Alejandra Acuña","url":"https://csun.academia.edu/AlejandraAcu%C3%B1a"},"attachments":[{"id":58993163,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58993163/thumbnails/1.jpg","file_name":"Minority_Male_Mentoring-Acuna20190422-36138-s5wn6i.pdf","download_url":"https://www.academia.edu/attachments/58993163/download_file","bulk_download_file_name":"Minority_Male_Mentoring_A_Multi_Tiered_M.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58993163/Minority_Male_Mentoring-Acuna20190422-36138-s5wn6i-libre.pdf?1555973976=\u0026response-content-disposition=attachment%3B+filename%3DMinority_Male_Mentoring_A_Multi_Tiered_M.pdf\u0026Expires=1740592969\u0026Signature=czXDMrjHJVZsGdeJd6o54qx5DgiJlvFUVmSiBJgRF8y3lg5mR-9q-D8q9ylRxUc~wHSNUnqIXB2IjGpUT~0JhUYN0FnJAvA6W7R41DJymH9aYZkplg4u3KVuv9wpnffh-dC4q8PjvtTU2uvEbWEf8ZFFpaQklDxwpKRog8G5g~uzqzxzGNVgGzRisPGmyzwXueMqENPvk48heZDoxdyull8DrEZWcGvTkxbAKJeKN4PoLYTU1NdIpFSdHkdHTPfGa8S5rJW~AX9Ornoh~w3TO5WhunxDchH-K~cSTs1YXqmu0~XhpWIKdK8MptnP33zpL08CEkUfGCPcAm10NDJgpw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37777124"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37777124/Applying_a_Trauma_Informed_School_Systems_Approach_Examples_from_School_Community_Academic_Partnerships"><img alt="Research paper thumbnail of Applying a Trauma Informed School Systems Approach: Examples from School Community-Academic Partnerships" class="work-thumbnail" src="https://attachments.academia-assets.com/57773181/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37777124/Applying_a_Trauma_Informed_School_Systems_Approach_Examples_from_School_Community_Academic_Partnerships">Applying a Trauma Informed School Systems Approach: Examples from School Community-Academic Partnerships</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/PiaEscudero">Pia Escudero</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://csun.academia.edu/AlejandraAcu%C3%B1a">Alejandra Acuña</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Objectives: Schools can play an important role in addressing the effects of traumatic stress on s...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Objectives: Schools can play an important role in addressing the effects of traumatic stress on students by providing prevention, early intervention, and intensive treatment for children exposed to trauma. This article aims to describe key domains for implementing trauma-informed practices in schools.<br />Design: The Substance Abuse and Mental Health Administration (SAMHSA) has identified trauma-informed domains and principles for use across systems of care. This article applies these domains to schools and presents a model for a Trauma-Informed School System that highlights broad macro level factors, school-wide components, and tiered supports. Community partners from one school district apply this framework through case vignettes.<br />Results: Case 1 describes the macro level components of this framework and the leveraging of school policies and financing to sustain trauma-informed practices in a public health model. Case 2 illustrates a school founded on trauma-informed principles and practices, and its promotion of a safe school environment through restorative practices. Case 3 discusses the role of school leadership in engaging and empowering families, communities, and school staff to address neighborhood and school violence.<br />Conclusions: This article concludes with recommendations for dissemination of trauma-informed practices across schools at all stages of readiness. We identify three main areas for facilitating the use of this framework: 1) assessment of school staff knowledge and awareness of trauma; 2) assessment of school and/or district’s current implementation of trauma-informed principles and practices; 3) development and use of technology-assisted tools for broad dissemination of practices, data and evaluation, and workforce training of clinical and non-clinical staff.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b78f7d7e57f09d58c5291bbd4102a79d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57773181,"asset_id":37777124,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57773181/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37777124"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37777124"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37777124; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37777124]").text(description); $(".js-view-count[data-work-id=37777124]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37777124; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37777124']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37349686"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37349686/Pilot_Evaluation_of_the_Back_to_Basics_Parenting_Training_in_Urban_Schools"><img alt="Research paper thumbnail of Pilot Evaluation of the Back to Basics Parenting Training in Urban Schools" class="work-thumbnail" src="https://attachments.academia-assets.com/57310137/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37349686/Pilot_Evaluation_of_the_Back_to_Basics_Parenting_Training_in_Urban_Schools">Pilot Evaluation of the Back to Basics Parenting Training in Urban Schools</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The present study examines the feasibility and effectiveness of a short-term (five-to ten-session...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The present study examines the feasibility and effectiveness of a short-term (five-to ten-session) school-based parenting intervention for children ages five to eleven. The intervention teaches parents to improve child behaviors at home and at school. Pre-test and post-test questionnaires were completed by parents at the beginning and end of the intervention from 2006 to 2010. Parent responses revealed significant improvement in child behavior at home and at school. It is suggested that parenting interventions be offered in preference to individual and group child therapy by school-based mental health professionals to effectively and efficiently address disruptive child behaviors in low-income urban schools.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="31b245d6e72f1c51913bb6f276dc3562" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57310137,"asset_id":37349686,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57310137/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37349686"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37349686"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37349686; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37349686]").text(description); $(".js-view-count[data-work-id=37349686]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37349686; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37349686']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "31b245d6e72f1c51913bb6f276dc3562" } } $('.js-work-strip[data-work-id=37349686]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37349686,"title":"Pilot Evaluation of the Back to Basics Parenting Training in Urban Schools","internal_url":"https://www.academia.edu/37349686/Pilot_Evaluation_of_the_Back_to_Basics_Parenting_Training_in_Urban_Schools","owner_id":26519346,"coauthors_can_edit":true,"owner":{"id":26519346,"first_name":"Alejandra","middle_initials":null,"last_name":"Acuña","page_name":"AlejandraAcuña","domain_name":"csun","created_at":"2015-02-19T11:41:51.861-08:00","display_name":"Alejandra Acuña","url":"https://csun.academia.edu/AlejandraAcu%C3%B1a"},"attachments":[{"id":57310137,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57310137/thumbnails/1.jpg","file_name":"BTB_page_1.pdf","download_url":"https://www.academia.edu/attachments/57310137/download_file","bulk_download_file_name":"Pilot_Evaluation_of_the_Back_to_Basics_P.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57310137/BTB_page_1-libre.pdf?1536191575=\u0026response-content-disposition=attachment%3B+filename%3DPilot_Evaluation_of_the_Back_to_Basics_P.pdf\u0026Expires=1740592969\u0026Signature=YJME09zjrvJehXkFzUd92XRQ0qC6YiA~IHy64t4pSZz2NLDXzZ8~b8uBTAlGK7yLiS4k1wtVR0Tz41HULLRWfHSbcaN3k-b2I4H3p8WDt8Da83oHx0spCIO-yWExtlN-kXcpUN~j59Nn8qjxBc1FHbcBdGORcuZAUXR6zPJdVmEvw2EF9aStvcjKGwbHJU1Szw95SX6-aPKyLJMcOHvxCHbJDeFbQNd~K77inWQJHYwKy~6tAaezYG0xLGy6cf7LqO11-0GK3I1ptSSZIhq1xhuB1kS2K7ycQivCx-XlIawcjkm3MbbaYnTIgnaJzBa5AN86U09Jc5N1WOa5l62KDg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="34452275"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34452275/Family_Communication_Styles_and_Resilience_among_Adolescents"><img alt="Research paper thumbnail of Family Communication Styles and Resilience among Adolescents" class="work-thumbnail" src="https://attachments.academia-assets.com/54326094/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34452275/Family_Communication_Styles_and_Resilience_among_Adolescents">Family Communication Styles and Resilience among Adolescents</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Some adolescents manage to be resilient, whereas others develop posttraumatic stress disorder (PT...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Some adolescents manage to be resilient, whereas others develop posttraumatic stress disorder (PTSD) symptoms after experiencing trauma, but the mechanisms underlying these differences are unclear. Public secondary school students (N = 98) referred for counseling completed questionnaires assessing exposure to stressful events, family communication, and PTSD. Seventy percent of the sample reported PTSD symptoms in the clinical range. Open family communication was negatively associated with female gender, problem family communication (PFC), and PTSD symptom severity. PFC was positively associated with female gender, number of stressful events, and PTSD symptom severity. Family storytelling style had a negative association with age, PFC, and avoidance symptoms. In the full regression model only the number of life events and PFC appeared to have an independent effect on PTSD symptom severity. Results indicate that exposure to stressful life events and poor family communication are associated with increased risk for PTSD symptoms. Findings may be useful in family-focused approaches to treating adolescents with trauma histories and highlighting the importance of PTSD screening in school-based counseling.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="28b2bcd499e0e725b6408caf7e5fdc79" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54326094,"asset_id":34452275,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54326094/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34452275"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34452275"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34452275; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="22312136"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/22312136/Helping_those_who_come_here_alone_Immigration_and_education"><img alt="Research paper thumbnail of Helping those who come here alone: Immigration & education" class="work-thumbnail" src="https://attachments.academia-assets.com/42951200/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/22312136/Helping_those_who_come_here_alone_Immigration_and_education">Helping those who come here alone: Immigration & education</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://csun.academia.edu/AlejandraAcu%C3%B1a">Alejandra Acuña</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/PiaEscudero">Pia Escudero</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A surge of young, unaccompanied immigrants is met with a broad range of programs intended to salv...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A surge of young, unaccompanied immigrants is met with a broad range of programs intended to salve the effects of trauma, heal family relationships, and help with immigration legal issues.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8d3fef97445518875c8b05fc8c85a27d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":42951200,"asset_id":22312136,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/42951200/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="22312136"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="22312136"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 22312136; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="4663816" id="papers"><div class="js-work-strip profile--work_container" data-work-id="126048489"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/126048489/Helping_Those_Who_Come_Here_Alone_A_Surge_of_Young_Unaccompanied_Immigrants_Is_Met_with_a_Broad_Range_of_Programs_Intended_to_Salve_the_Effects_of_Trauma_Heal_Family_Relationships_and_Help_with_Immigration_Legal_Issues"><img alt="Research paper thumbnail of Helping Those Who Come Here Alone: A Surge of Young, Unaccompanied Immigrants Is Met with a Broad Range of Programs Intended to Salve the Effects of Trauma, Heal Family Relationships, and Help with Immigration Legal Issues" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/126048489/Helping_Those_Who_Come_Here_Alone_A_Surge_of_Young_Unaccompanied_Immigrants_Is_Met_with_a_Broad_Range_of_Programs_Intended_to_Salve_the_Effects_of_Trauma_Heal_Family_Relationships_and_Help_with_Immigration_Legal_Issues">Helping Those Who Come Here Alone: A Surge of Young, Unaccompanied Immigrants Is Met with a Broad Range of Programs Intended to Salve the Effects of Trauma, Heal Family Relationships, and Help with Immigration Legal Issues</a></div><div class="wp-workCard_item"><span>Phi Delta Kappan</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">[ILLUSTRATION OMITTED] Not long ago, Mayra, we&#39;ll call her, came to the U.S. from El Salvador...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">[ILLUSTRATION OMITTED] Not long ago, Mayra, we&#39;ll call her, came to the U.S. from El Salvador determined to succeed. Her mother and father back home suffered from alcoholism, and she had witnessed domestic violence and suffered sexual abuse. In the U.S., she first lived with an aunt and then an older sister, where she faced further emotional and physical abuse. She was not deterred and refused to return to El Salvador. Mayra moved again and found stability with another older sister and brother-in-law. She worked hard to learn English and earn good grades. She couldn&#39;t shake the anger and sadness from all that she had faced in the U.S. and in El Salvador. She struggled with a temper that got in the way of relationships at school and at home. She participated in group counseling with other newcomer students and began to open up about her past experiences. She also participated in individual counseling to address sexual trauma. She joined a swim team and found the physical exercise and camaraderie to be calming and supportive. She found solace in music and writing poetry, too. Now 16 and in the 9th grade in a school in the Los Angeles Unified School District (LAUSD), Mayra dreams of becoming a nurse, getting married, and building a family of her own someday. Mayra is not alone. In a one-year period--from September 2013 to September 2014--the U.S. border patrol detained about 68,000 unaccompanied minors, a 77% increase from the previous year. Three-quarters came from Guatemala, Honduras, and El Salvador, countries ranked among the most violent in the world (Collier, 2015). The recent crisis of unaccompanied minors in the U.S. has sparked a need for schools to adapt practices and policies to ensure newcomers adjust and achieve. It is not possible to determine the number of unaccompanied minors in LAUSD because a combination of federal, state, and local guidelines require LAUSD to enroll all students regardless of their immigration status. LAUSD school social workers say that newcomer students have told of many types of trauma they have endured: * Newly arrived students have witnessed gang members beating up and killing people in their neighborhoods in their native countries. * One mother sent her son to the U.S. because of threatening notes from gang members who warned her son about the dangers of not joining a local gang, with words that included &quot;this is your last warning.&quot; * During la crusada (crossing the border), some students reported being sexually harassed and assaulted by coyotes (adults paid to get children across the border). * One female student said she was raped by multiple gang members and left for dead. She asked her aunt to send her to the U.S. to avoid death. * Many students come to the United States to live with family members who they don&#39;t really know. They often feel alone, sad, isolated, and like they don&#39;t fit in. * Many students experience harassment and discrimination by peers at their new schools. Welcoming students Trauma can literally rearrange the brain&#39;s wiring, according to Bessel van der Kolk, a Boston University School of Medicine trauma researcher and neuroscientist (2014); specifically, it affects areas dedicated to pleasure, engagement, control, and trust. The LAUSD&#39;s role has been to welcome all immigrant students and provide comprehensive academic, health, and social-emotional supports so they can learn and achieve their academic potential. Teachers are accustomed to adapting their classrooms to newcomer students, yet the past couple of years have brought a wave of newcomers who arrive alone from hometowns plagued by violence and gang activity. LAUSD has long recognized the need to address the mental health needs of its students, opening a mental health department in 1933. The department employs over 300 psychiatric social workers, psychiatrists, and support staff who partner with education professionals. …</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126048489"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126048489"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126048489; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="101472898"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/101472898/Applying_a_Trauma_Informed_School_Systems_Approach_Examples_from_School_Community_Academic_Partnerships"><img alt="Research paper thumbnail of Applying a Trauma Informed School Systems Approach: Examples from School Community-Academic Partnerships" class="work-thumbnail" src="https://attachments.academia-assets.com/102006067/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/101472898/Applying_a_Trauma_Informed_School_Systems_Approach_Examples_from_School_Community_Academic_Partnerships">Applying a Trauma Informed School Systems Approach: Examples from School Community-Academic Partnerships</a></div><div class="wp-workCard_item"><span>Ethnicity & disease</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Schools can play an important role in addressing the effects of traumatic stress on students by p...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Schools can play an important role in addressing the effects of traumatic stress on students by providing prevention, early intervention, and intensive treatment for children exposed to trauma. This article aims to describe key domains for implementing trauma-informed practices in schools. The Substance Abuse and Mental Health Administration (SAMHSA) has identified trauma-informed domains and principles for use across systems of care. This article applies these domains to schools and presents a model for a Trauma-Informed School System that highlights broad macro level factors, school-wide components, and tiered supports. Community partners from one school district apply this framework through case vignettes. Case 1 describes the macro level components of this framework and the leveraging of school policies and financing to sustain trauma-informed practices in a public health model. Case 2 illustrates a school founded on trauma-informed principles and practices, and its promotion of...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="be415136587712d697e373f9ca2e6807" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":102006067,"asset_id":101472898,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/102006067/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101472898"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101472898"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101472898; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="101472897"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/101472897/Family_Communication_Styles_and_Resilience_among_Adolescents"><img alt="Research paper thumbnail of Family Communication Styles and Resilience among Adolescents" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/101472897/Family_Communication_Styles_and_Resilience_among_Adolescents">Family Communication Styles and Resilience among Adolescents</a></div><div class="wp-workCard_item"><span>Social Work</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Some adolescents manage to be resilient, whereas others develop posttraumatic stress disorder (PT...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Some adolescents manage to be resilient, whereas others develop posttraumatic stress disorder (PTSD) symptoms after experiencing trauma, but the mechanisms underlying these differences are unclear. Public secondary school students (N = 98) referred for counseling completed questionnaires assessing exposure to stressful events, family communication, and PTSD. Seventy percent of the sample reported PTSD symptoms in the clinical range. Open family communication was negatively associated with female gender, problem family communication (PFC), and PTSD symptom severity. PFC was positively associated with female gender, number of stressful events, and PTSD symptom severity. Family storytelling style had a negative association with age, PFC, and avoidance symptoms. In the full regression model only the number of life events and PFC appeared to have an independent effect on PTSD symptom severity. Results indicate that exposure to stressful life events and poor family communication are associated with increased risk for PTSD symptoms. Findings may be useful in family-focused approaches to treating adolescents with trauma histories and highlighting the importance of PTSD screening in school-based counseling.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101472897"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101472897"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101472897; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=101472896]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":101472896,"title":"Helping those who come here alone","internal_url":"https://www.academia.edu/101472896/Helping_those_who_come_here_alone","owner_id":26519346,"coauthors_can_edit":true,"owner":{"id":26519346,"first_name":"Alejandra","middle_initials":null,"last_name":"Acuña","page_name":"AlejandraAcuña","domain_name":"csun","created_at":"2015-02-19T11:41:51.861-08:00","display_name":"Alejandra Acuña","url":"https://csun.academia.edu/AlejandraAcu%C3%B1a"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="101472882"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/101472882/Coping_and_Resilience_PTSD_Screening_and_Brief_Intervention_for_Underrepresented_Students_at_a_Public_University"><img alt="Research paper thumbnail of Coping and Resilience: PTSD Screening and Brief Intervention for Underrepresented Students at a Public University" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/101472882/Coping_and_Resilience_PTSD_Screening_and_Brief_Intervention_for_Underrepresented_Students_at_a_Public_University">Coping and Resilience: PTSD Screening and Brief Intervention for Underrepresented Students at a Public University</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://csun.academia.edu/AlejandraAcu%C3%B1a">Alejandra Acuña</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/TodFranke">Todd Franke</a></span></div><div class="wp-workCard_item"><span>Social Work</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The undetected and untreated PTSD symptoms (difficulty paying attention, nightmares and difficult...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The undetected and untreated PTSD symptoms (difficulty paying attention, nightmares and difficulty sleeping, irritability or aggression, flashbacks, diminished interest in activities, self-destructive behavior, and feeling isolated) of college students may interfere with their relationships, well-being, learning, and academic success. To examine the feasibility, acceptability, and impact of providing a short-term trauma-specific evidence-based group intervention, Coping & Resilience (C&R), an adaptation of Cognitive Behavioral Intervention for Trauma in Schools (CBITS) was implemented at a large urban public university. Fifty college students (54 percent male, 90 percent students of color), with a mean PTSD symptom score of 34 at pretest (considered in the moderate range of symptom severity) participated in C&R groups. As expected, student PTSD symptoms improved after group participation. A Quade test showed a significant decrease in the scores from pretest to follow-up for PTSD and...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101472882"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101472882"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101472882; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=101472882]").text(description); 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</script> <div class="js-work-strip profile--work_container" data-work-id="84558872"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/84558872/Coping_and_Resilience_PTSD_Screening_and_Brief_Intervention_for_Underrepresented_Students_at_a_Public_University"><img alt="Research paper thumbnail of Coping and Resilience: PTSD Screening and Brief Intervention for Underrepresented Students at a Public University" class="work-thumbnail" src="https://attachments.academia-assets.com/89539175/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/84558872/Coping_and_Resilience_PTSD_Screening_and_Brief_Intervention_for_Underrepresented_Students_at_a_Public_University">Coping and Resilience: PTSD Screening and Brief Intervention for Underrepresented Students at a Public University</a></div><div class="wp-workCard_item"><span>Social Work</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The undetected and untreated PTSD symptoms (difficulty paying attention, nightmares and difficult...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The undetected and untreated PTSD symptoms (difficulty paying attention, nightmares and difficulty sleeping, irritability or aggression, flashbacks, diminished interest in activities, self-destructive behavior, and feeling isolated) of college students may interfere with their relationships, well-being, learning, and academic success. To examine the feasibility, acceptability, and impact of providing a short-term trauma-specific evidencebased group intervention, Coping & Resilience (C&R), an adaptation of Cognitive Behavioral Intervention for Trauma in Schools (CBITS) was implemented at a large urban public university. Fifty college students (54 percent male, 90 percent students of color), with a mean PTSD symptom score of 34 at pretest (considered in the moderate range of symptom severity) participated in C&R groups. As expected, student PTSD symptoms improved after group participation. A Quade test showed a significant decrease in the scores from pretest to follow-up for PTSD and two subscales (intrusion and avoidance). Large public universities serving underrepresented students are uniquely positioned to become trauma-and resilience-informed systems and to provide trauma support services to promote student well-being.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="841a576eac093868794b196357313b53" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":89539175,"asset_id":84558872,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/89539175/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="84558872"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="84558872"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 84558872; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38894790"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/38894790/Minority_Male_Mentoring_A_Multi_Tiered_Model_for_College_Success"><img alt="Research paper thumbnail of Minority Male Mentoring: A Multi-Tiered Model for College Success" class="work-thumbnail" src="https://attachments.academia-assets.com/58993163/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38894790/Minority_Male_Mentoring_A_Multi_Tiered_Model_for_College_Success">Minority Male Mentoring: A Multi-Tiered Model for College Success</a></div><div class="wp-workCard_item"><span>Proceedings of the Thirteenth Annual National Symposium on Student Retention</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Minority male college students continue to face overwhelming obstacles to pursuing their academic...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Minority male college students continue to face overwhelming obstacles to pursuing their academic aspirations due to a mix of psychosocial, environmental, and systemic factors. In 2016-17, the California State University, Northridge (CSUN) Male Minority Mentoring (M3) program launched a multi-tiered intervention model to address barriers and facilitators to college success. In the first year, we conducted intensive outreach and recruitment activities to involve this hard-to-engage population. Activities included one-on-one peer and faculty mentoring, focus groups, basketball clinics, online PTSD screening, and time-limited weekly resilience and coping groups. Preliminary results and lessons learned will be discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e93587b25658cd9eb7e5f33a15f78b93" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58993163,"asset_id":38894790,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58993163/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38894790"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38894790"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38894790; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38894790]").text(description); $(".js-view-count[data-work-id=38894790]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38894790; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38894790']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e93587b25658cd9eb7e5f33a15f78b93" } } $('.js-work-strip[data-work-id=38894790]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38894790,"title":"Minority Male Mentoring: A Multi-Tiered Model for College Success","internal_url":"https://www.academia.edu/38894790/Minority_Male_Mentoring_A_Multi_Tiered_Model_for_College_Success","owner_id":26519346,"coauthors_can_edit":true,"owner":{"id":26519346,"first_name":"Alejandra","middle_initials":null,"last_name":"Acuña","page_name":"AlejandraAcuña","domain_name":"csun","created_at":"2015-02-19T11:41:51.861-08:00","display_name":"Alejandra Acuña","url":"https://csun.academia.edu/AlejandraAcu%C3%B1a"},"attachments":[{"id":58993163,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58993163/thumbnails/1.jpg","file_name":"Minority_Male_Mentoring-Acuna20190422-36138-s5wn6i.pdf","download_url":"https://www.academia.edu/attachments/58993163/download_file","bulk_download_file_name":"Minority_Male_Mentoring_A_Multi_Tiered_M.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58993163/Minority_Male_Mentoring-Acuna20190422-36138-s5wn6i-libre.pdf?1555973976=\u0026response-content-disposition=attachment%3B+filename%3DMinority_Male_Mentoring_A_Multi_Tiered_M.pdf\u0026Expires=1740592969\u0026Signature=czXDMrjHJVZsGdeJd6o54qx5DgiJlvFUVmSiBJgRF8y3lg5mR-9q-D8q9ylRxUc~wHSNUnqIXB2IjGpUT~0JhUYN0FnJAvA6W7R41DJymH9aYZkplg4u3KVuv9wpnffh-dC4q8PjvtTU2uvEbWEf8ZFFpaQklDxwpKRog8G5g~uzqzxzGNVgGzRisPGmyzwXueMqENPvk48heZDoxdyull8DrEZWcGvTkxbAKJeKN4PoLYTU1NdIpFSdHkdHTPfGa8S5rJW~AX9Ornoh~w3TO5WhunxDchH-K~cSTs1YXqmu0~XhpWIKdK8MptnP33zpL08CEkUfGCPcAm10NDJgpw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37777124"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37777124/Applying_a_Trauma_Informed_School_Systems_Approach_Examples_from_School_Community_Academic_Partnerships"><img alt="Research paper thumbnail of Applying a Trauma Informed School Systems Approach: Examples from School Community-Academic Partnerships" class="work-thumbnail" src="https://attachments.academia-assets.com/57773181/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37777124/Applying_a_Trauma_Informed_School_Systems_Approach_Examples_from_School_Community_Academic_Partnerships">Applying a Trauma Informed School Systems Approach: Examples from School Community-Academic Partnerships</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/PiaEscudero">Pia Escudero</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://csun.academia.edu/AlejandraAcu%C3%B1a">Alejandra Acuña</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Objectives: Schools can play an important role in addressing the effects of traumatic stress on s...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Objectives: Schools can play an important role in addressing the effects of traumatic stress on students by providing prevention, early intervention, and intensive treatment for children exposed to trauma. This article aims to describe key domains for implementing trauma-informed practices in schools.<br />Design: The Substance Abuse and Mental Health Administration (SAMHSA) has identified trauma-informed domains and principles for use across systems of care. This article applies these domains to schools and presents a model for a Trauma-Informed School System that highlights broad macro level factors, school-wide components, and tiered supports. Community partners from one school district apply this framework through case vignettes.<br />Results: Case 1 describes the macro level components of this framework and the leveraging of school policies and financing to sustain trauma-informed practices in a public health model. Case 2 illustrates a school founded on trauma-informed principles and practices, and its promotion of a safe school environment through restorative practices. Case 3 discusses the role of school leadership in engaging and empowering families, communities, and school staff to address neighborhood and school violence.<br />Conclusions: This article concludes with recommendations for dissemination of trauma-informed practices across schools at all stages of readiness. We identify three main areas for facilitating the use of this framework: 1) assessment of school staff knowledge and awareness of trauma; 2) assessment of school and/or district’s current implementation of trauma-informed principles and practices; 3) development and use of technology-assisted tools for broad dissemination of practices, data and evaluation, and workforce training of clinical and non-clinical staff.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b78f7d7e57f09d58c5291bbd4102a79d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57773181,"asset_id":37777124,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57773181/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37777124"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37777124"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37777124; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37349686"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37349686/Pilot_Evaluation_of_the_Back_to_Basics_Parenting_Training_in_Urban_Schools"><img alt="Research paper thumbnail of Pilot Evaluation of the Back to Basics Parenting Training in Urban Schools" class="work-thumbnail" src="https://attachments.academia-assets.com/57310137/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37349686/Pilot_Evaluation_of_the_Back_to_Basics_Parenting_Training_in_Urban_Schools">Pilot Evaluation of the Back to Basics Parenting Training in Urban Schools</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The present study examines the feasibility and effectiveness of a short-term (five-to ten-session...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The present study examines the feasibility and effectiveness of a short-term (five-to ten-session) school-based parenting intervention for children ages five to eleven. The intervention teaches parents to improve child behaviors at home and at school. Pre-test and post-test questionnaires were completed by parents at the beginning and end of the intervention from 2006 to 2010. Parent responses revealed significant improvement in child behavior at home and at school. It is suggested that parenting interventions be offered in preference to individual and group child therapy by school-based mental health professionals to effectively and efficiently address disruptive child behaviors in low-income urban schools.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="31b245d6e72f1c51913bb6f276dc3562" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57310137,"asset_id":37349686,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57310137/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37349686"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37349686"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37349686; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="34452275"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34452275/Family_Communication_Styles_and_Resilience_among_Adolescents"><img alt="Research paper thumbnail of Family Communication Styles and Resilience among Adolescents" class="work-thumbnail" src="https://attachments.academia-assets.com/54326094/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34452275/Family_Communication_Styles_and_Resilience_among_Adolescents">Family Communication Styles and Resilience among Adolescents</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Some adolescents manage to be resilient, whereas others develop posttraumatic stress disorder (PT...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Some adolescents manage to be resilient, whereas others develop posttraumatic stress disorder (PTSD) symptoms after experiencing trauma, but the mechanisms underlying these differences are unclear. Public secondary school students (N = 98) referred for counseling completed questionnaires assessing exposure to stressful events, family communication, and PTSD. Seventy percent of the sample reported PTSD symptoms in the clinical range. Open family communication was negatively associated with female gender, problem family communication (PFC), and PTSD symptom severity. PFC was positively associated with female gender, number of stressful events, and PTSD symptom severity. Family storytelling style had a negative association with age, PFC, and avoidance symptoms. In the full regression model only the number of life events and PFC appeared to have an independent effect on PTSD symptom severity. Results indicate that exposure to stressful life events and poor family communication are associated with increased risk for PTSD symptoms. Findings may be useful in family-focused approaches to treating adolescents with trauma histories and highlighting the importance of PTSD screening in school-based counseling.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="28b2bcd499e0e725b6408caf7e5fdc79" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54326094,"asset_id":34452275,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54326094/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34452275"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34452275"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34452275; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="22312136"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/22312136/Helping_those_who_come_here_alone_Immigration_and_education"><img alt="Research paper thumbnail of Helping those who come here alone: Immigration & education" class="work-thumbnail" src="https://attachments.academia-assets.com/42951200/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/22312136/Helping_those_who_come_here_alone_Immigration_and_education">Helping those who come here alone: Immigration & education</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://csun.academia.edu/AlejandraAcu%C3%B1a">Alejandra Acuña</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/PiaEscudero">Pia Escudero</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A surge of young, unaccompanied immigrants is met with a broad range of programs intended to salv...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A surge of young, unaccompanied immigrants is met with a broad range of programs intended to salve the effects of trauma, heal family relationships, and help with immigration legal issues.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8d3fef97445518875c8b05fc8c85a27d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":42951200,"asset_id":22312136,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/42951200/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="22312136"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="22312136"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 22312136; 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