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u-fw700 u-mr5x u-pr5x u-borderColorGrayLight u-borderRight1"><a href="https://csun.academia.edu/"><span class="u-linkUnstyled u-tcGrayDarkest">California State University, Northridge</span></a></span><h1 class="u-m0x u-fw300 u-fs24 u-displayInline">Social Work</h1></div><div class="u-floatRight u-mt1x"></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline"><li class="u-floatLeft u-pr5x u-mr5x u-borderColorGrayLight u-borderRight1"><a href="https://csun.academia.edu/"><span><i class="fa fa-arrow-left"></i>  All Departments</span></a></li><li class="u-floatLeft active"><a href="https://csun.academia.edu/Departments/Social_Work/Documents">13 Papers</a></li><li class="u-floatLeft"><a href="https://csun.academia.edu/Departments/Social_Work">72 Researchers</a></li></ul></div></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div 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u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper examines and dismantles the body of claims used to exclude LGBTQ individuals from fostering and adopting children. LGBTQ individuals continue to face stigma and discrimination in the United States, including in the child... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11321412" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper examines and dismantles the body of claims used to exclude LGBTQ individuals from fostering and adopting children. LGBTQ individuals continue to face stigma and discrimination in the United States, including in the<br />child welfare system, which significantly shapes their views of family and society. These experiences of marginality may actually enhance their capacity as adoptive and foster parents. Rejection from families of origin has sometimes led<br />LGBTQ people to establish kinship networks or “families of choice.” This flexible ideological approach to creating family may enhance the flexibility and openness that are trademarks of exceptional adoptive and foster parenting.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11321412" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="beba213bcfc31e722dbea2dcfac044f8" rel="nofollow" data-download="{"attachment_id":36893467,"asset_id":11321412,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36893467/download_file?st=MTczMjgxNTA2Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6961584" href="https://csun.academia.edu/SarahMountz">Sarah Mountz</a><script data-card-contents-for-user="6961584" type="text/json">{"id":6961584,"first_name":"Sarah","last_name":"Mountz","domain_name":"csun","page_name":"SarahMountz","display_name":"Sarah Mountz","profile_url":"https://csun.academia.edu/SarahMountz","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_11321412 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11321412"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11321412, container: ".js-paper-rank-work_11321412", }); 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$(".js-view-count[data-work-id=11321412]").text(description); $(".js-view-count-work_11321412").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11321412").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11321412"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6667" href="https://www.academia.edu/Documents/in/LGBT_Issues">LGBT Issues</a>, <script data-card-contents-for-ri="6667" type="text/json">{"id":6667,"name":"LGBT Issues","url":"https://www.academia.edu/Documents/in/LGBT_Issues","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="47503" href="https://www.academia.edu/Documents/in/Kinship">Kinship</a><script data-card-contents-for-ri="47503" type="text/json">{"id":47503,"name":"Kinship","url":"https://www.academia.edu/Documents/in/Kinship","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11321412]'), work: {"id":11321412,"title":"Rethinking Kinship: A Strengths-Based Perspective on LGBTQ Foster and Adoptive Parents","created_at":"2015-03-07T14:46:21.746-08:00","owner_id":6961584,"url":"https://www.academia.edu/11321412/Rethinking_Kinship_A_Strengths_Based_Perspective_on_LGBTQ_Foster_and_Adoptive_Parents","slug":"Rethinking_Kinship_A_Strengths_Based_Perspective_on_LGBTQ_Foster_and_Adoptive_Parents","dom_id":"work_11321412","summary":"This paper examines and dismantles the body of claims used to exclude LGBTQ individuals from fostering and adopting children. LGBTQ individuals continue to face stigma and discrimination in the United States, including in the\nchild welfare system, which significantly shapes their views of family and society. These experiences of marginality may actually enhance their capacity as adoptive and foster parents. Rejection from families of origin has sometimes led\nLGBTQ people to establish kinship networks or “families of choice.” This flexible ideological approach to creating family may enhance the flexibility and openness that are trademarks of exceptional adoptive and foster 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class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="9903" href="https://www.academia.edu/Documents/in/LGBT_Youth">LGBT Youth</a><script data-card-contents-for-ri="9903" type="text/json">{"id":9903,"name":"LGBT Youth","url":"https://www.academia.edu/Documents/in/LGBT_Youth","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11321459]'), work: {"id":11321459,"title":"Negative and Positive Factors Associated With Well-Being For Lesbian, Gay, Bisexual, Queer, and Questioning 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Transgender, Queer, and Questioning (LGBTQ) Youth</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13062516" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c3d4b759138b661c2bc6608ce79c64f9" rel="nofollow" data-download="{"attachment_id":45725775,"asset_id":13062516,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-13062516">+2</span><div class="hidden js-additional-users-13062516"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://washington.academia.edu/TarynLindhorst">Taryn Lindhorst</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://washington.academia.edu/ShawnLMincer">Shawn L. 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window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_13062516"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_13062516 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="13062516"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 13062516; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=13062516]").text(description); $(".js-view-count-work_13062516").attr('title', description).tooltip(); }); });</script></span><script>$(function() { 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Because a core concept of the discipline is social justice advocacy, social work pedagogy is steeped with instruction, reading materials, activities and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_79604201" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Graduate social work education is a fertile context for microaggression encounters. Because a core concept of the discipline is social justice advocacy, social work pedagogy is steeped with instruction, reading materials, activities and dialogue regarding diversity, intersectionality, oppression, power, and privilege. Students enter graduate school from a plethora of backgrounds, maturity levels, and exposure to justice informed critical thinking. As a result, learning opportunities take place not only in classrooms and field placements, but also in social, interpersonal exchanges. Therefore, it is imperative that social work educators teach academic concepts while modeling and managing the process in which microaggressions proliferate. Drawing from auto-ethnographic data obtained through instructors’ observations of microaggressions occurring in social work classrooms, the authors posit that uncontained microaggressions can have a deleterious impact on students, faculty and the lar...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/79604201" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5d63167f90fecae0bafa331f66079853" rel="nofollow" data-download="{"attachment_id":86262203,"asset_id":79604201,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86262203/download_file?st=MTczMjgxNTA2Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6961584" href="https://csun.academia.edu/SarahMountz">Sarah Mountz</a><script data-card-contents-for-user="6961584" type="text/json">{"id":6961584,"first_name":"Sarah","last_name":"Mountz","domain_name":"csun","page_name":"SarahMountz","display_name":"Sarah Mountz","profile_url":"https://csun.academia.edu/SarahMountz","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_79604201 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="79604201"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 79604201, container: ".js-paper-rank-work_79604201", }); 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Drawing from auto-ethnographic data obtained through instructors’ observations of microaggressions occurring in social work classrooms, the authors posit that uncontained microaggressions can have a deleterious impact on students, faculty and the lar...","publication":"International Research in Higher Education","publication_with_fallback":"International Research in Higher 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Communication Styles and Resilience among Adolescents</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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 =... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34452275" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete 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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34452275" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="156dcd645f4181dbe996b7c5904b2a19" rel="nofollow" data-download="{"attachment_id":54326094,"asset_id":34452275,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54326094/download_file?st=MTczMjgxNTA2OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26519346" href="https://csun.academia.edu/AlejandraAcu%C3%B1a">Alejandra Acuña</a><script data-card-contents-for-user="26519346" type="text/json">{"id":26519346,"first_name":"Alejandra","last_name":"Acuña","domain_name":"csun","page_name":"AlejandraAcuña","display_name":"Alejandra Acuña","profile_url":"https://csun.academia.edu/AlejandraAcu%C3%B1a","photo":"https://0.academia-photos.com/26519346/9700733/28243224/s65_alejandra.acu_a.jpg"}</script></span></span></li><li class="js-paper-rank-work_34452275 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34452275"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34452275, container: ".js-paper-rank-work_34452275", }); 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The intervention teaches parents to improve child behaviors at home... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37349686" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete 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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37349686" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="977ac2e5fb32d7a25de75a8518d0253a" rel="nofollow" data-download="{"attachment_id":57310137,"asset_id":37349686,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57310137/download_file?st=MTczMjgxNTA2OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26519346" href="https://csun.academia.edu/AlejandraAcu%C3%B1a">Alejandra Acuña</a><script data-card-contents-for-user="26519346" type="text/json">{"id":26519346,"first_name":"Alejandra","last_name":"Acuña","domain_name":"csun","page_name":"AlejandraAcuña","display_name":"Alejandra Acuña","profile_url":"https://csun.academia.edu/AlejandraAcu%C3%B1a","photo":"https://0.academia-photos.com/26519346/9700733/28243224/s65_alejandra.acu_a.jpg"}</script></span></span></li><li class="js-paper-rank-work_37349686 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37349686"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37349686, container: ".js-paper-rank-work_37349686", }); 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This article aims to describe... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37777124" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete 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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37777124" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3ed4745472f844790e1ddbca4ceff4ec" rel="nofollow" data-download="{"attachment_id":57773181,"asset_id":37777124,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57773181/download_file?st=MTczMjgxNTA2OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44002234" href="https://independent.academia.edu/PiaEscudero">Pia Escudero</a><script data-card-contents-for-user="44002234" type="text/json">{"id":44002234,"first_name":"Pia","last_name":"Escudero","domain_name":"independent","page_name":"PiaEscudero","display_name":"Pia Escudero","profile_url":"https://independent.academia.edu/PiaEscudero","photo":"https://0.academia-photos.com/44002234/55561504/43741428/s65_pia.escudero.jpeg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-37777124">+1</span><div class="hidden js-additional-users-37777124"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://csun.academia.edu/AlejandraAcu%C3%B1a">Alejandra Acuña</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-37777124'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-37777124').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_37777124 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37777124"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37777124, container: ".js-paper-rank-work_37777124", }); });</script></li><li class="js-percentile-work_37777124 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37777124; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37777124"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37777124 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37777124"><i class="fa fa-spinner fa-spin"></i></span><script>$(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); $(".js-view-count-work_37777124").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37777124").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37777124"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="35686" href="https://www.academia.edu/Documents/in/Trauma">Trauma</a>, <script data-card-contents-for-ri="35686" type="text/json">{"id":35686,"name":"Trauma","url":"https://www.academia.edu/Documents/in/Trauma","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="49610" href="https://www.academia.edu/Documents/in/Schools">Schools</a>, <script data-card-contents-for-ri="49610" type="text/json">{"id":49610,"name":"Schools","url":"https://www.academia.edu/Documents/in/Schools","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="317051" href="https://www.academia.edu/Documents/in/School_Children">School Children</a>, <script data-card-contents-for-ri="317051" type="text/json">{"id":317051,"name":"School Children","url":"https://www.academia.edu/Documents/in/School_Children","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1465646" href="https://www.academia.edu/Documents/in/Trauma_Informed_Practices">Trauma Informed Practices</a><script data-card-contents-for-ri="1465646" type="text/json">{"id":1465646,"name":"Trauma Informed Practices","url":"https://www.academia.edu/Documents/in/Trauma_Informed_Practices","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37777124]'), work: {"id":37777124,"title":"Applying a Trauma Informed School Systems Approach: Examples from School Community-Academic Partnerships","created_at":"2018-11-14T23:26:13.557-08:00","owner_id":26519346,"url":"https://www.academia.edu/37777124/Applying_a_Trauma_Informed_School_Systems_Approach_Examples_from_School_Community_Academic_Partnerships","slug":"Applying_a_Trauma_Informed_School_Systems_Approach_Examples_from_School_Community_Academic_Partnerships","dom_id":"work_37777124","summary":"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.\nDesign: 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.\nResults: 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.\nConclusions: 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. ","publication":null,"publication_with_fallback":"Ethnicity \u0026 Disease","downloadable_attachments":[{"id":57773181,"asset_id":37777124,"asset_type":"Work","always_allow_download":false,"scribd_thumbnail_url":"https://attachments.academia-assets.com/57773181/thumbnails/1.jpg","download_url":"https://d1wqtxts1xzle7.cloudfront.net/57773181/Kataoka__et_al.__2018_Trauma_Informed_School_Systems-libre.pdf?1542267218=\u0026response-content-disposition=attachment%3B+filename%3DApplying_a_Trauma_Informed_School_System.pdf\u0026Expires=1731023128\u0026Signature=gGUsSkvqa~oZ4sfluVZJOHu3poOohKix46HGMTzysAAREBYDlAsL~~oEPXNZNPaJVi-CcfESh~qLaeP2WQ9zJfc6ADGPhFZdNUCt~glhC7JlU6XUBRqPXHZa4~YI~rgPZYNuYs~MyGJj6aR00BhSQTlPqQdfQXDd0jc~TbNe96EaJjCi-kzsZ8MYcJJ1W1LJJSSX~0zMUQ0TP17UBjj3x4g~JuH69-kJZVYBRefapkRm0Na4OilhxaUOHcCWsZuAUvguDEhS~hIiYgKxHxOTTB9loLomrcjjd4hu3kfJZOOPEeu5uo3GZnOD00~fU~Rb7C-wcDj-VE91PTQvsxNxnA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA","download_file_url":"https://www.academia.edu/attachments/57773181/download_file?st=MTczMjgxNTA2OCw4LjIyMi4yMDguMTQ2&","full_thumbnail_url":"https://0.academia-photos.com/attachment_thumbnails/57773181/mini_magick20190110-17892-108h7fb.png?1547137838"}],"downloadable_attachments_with_full_thumbnails":[{"id":57773181,"asset_id":37777124,"asset_type":"Work","always_allow_download":false,"scribd_thumbnail_url":"https://attachments.academia-assets.com/57773181/thumbnails/1.jpg","download_url":"https://d1wqtxts1xzle7.cloudfront.net/57773181/Kataoka__et_al.__2018_Trauma_Informed_School_Systems-libre.pdf?1542267218=\u0026response-content-disposition=attachment%3B+filename%3DApplying_a_Trauma_Informed_School_System.pdf\u0026Expires=1731023128\u0026Signature=gGUsSkvqa~oZ4sfluVZJOHu3poOohKix46HGMTzysAAREBYDlAsL~~oEPXNZNPaJVi-CcfESh~qLaeP2WQ9zJfc6ADGPhFZdNUCt~glhC7JlU6XUBRqPXHZa4~YI~rgPZYNuYs~MyGJj6aR00BhSQTlPqQdfQXDd0jc~TbNe96EaJjCi-kzsZ8MYcJJ1W1LJJSSX~0zMUQ0TP17UBjj3x4g~JuH69-kJZVYBRefapkRm0Na4OilhxaUOHcCWsZuAUvguDEhS~hIiYgKxHxOTTB9loLomrcjjd4hu3kfJZOOPEeu5uo3GZnOD00~fU~Rb7C-wcDj-VE91PTQvsxNxnA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA","download_file_url":"https://www.academia.edu/attachments/57773181/download_file?st=MTczMjgxNTA2OCw4LjIyMi4yMDguMTQ2&","full_thumbnail_url":"https://0.academia-photos.com/attachment_thumbnails/57773181/mini_magick20190110-17892-108h7fb.png?1547137838"}],"has_pdf":true,"has_fulltext":true,"page_count":10,"ordered_authors":[{"id":44002234,"first_name":"Pia","last_name":"Escudero","domain_name":"independent","page_name":"PiaEscudero","display_name":"Pia Escudero","profile_url":"https://independent.academia.edu/PiaEscudero","photo":"https://0.academia-photos.com/44002234/55561504/43741428/s65_pia.escudero.jpeg"},{"id":26519346,"first_name":"Alejandra","last_name":"Acuña","domain_name":"csun","page_name":"AlejandraAcuña","display_name":"Alejandra Acuña","profile_url":"https://csun.academia.edu/AlejandraAcu%C3%B1a","photo":"https://0.academia-photos.com/26519346/9700733/28243224/s65_alejandra.acu_a.jpg"}],"research_interests":[{"id":35686,"name":"Trauma","url":"https://www.academia.edu/Documents/in/Trauma","nofollow":false},{"id":49610,"name":"Schools","url":"https://www.academia.edu/Documents/in/Schools","nofollow":false},{"id":317051,"name":"School Children","url":"https://www.academia.edu/Documents/in/School_Children","nofollow":false},{"id":1465646,"name":"Trauma Informed Practices","url":"https://www.academia.edu/Documents/in/Trauma_Informed_Practices","nofollow":false}],"publication_year":null,"publication_year_with_fallback":2018,"paper_rank":null,"all_time_views":432,"active_discussion":{}}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38894790" data-work_id="38894790" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" 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><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38894790" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete 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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38894790" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="466ec9cf4ce17ff972432bcf2fea1c18" rel="nofollow" data-download="{"attachment_id":58993163,"asset_id":38894790,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58993163/download_file?st=MTczMjgxNTA2OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26519346" href="https://csun.academia.edu/AlejandraAcu%C3%B1a">Alejandra Acuña</a><script data-card-contents-for-user="26519346" type="text/json">{"id":26519346,"first_name":"Alejandra","last_name":"Acuña","domain_name":"csun","page_name":"AlejandraAcuña","display_name":"Alejandra Acuña","profile_url":"https://csun.academia.edu/AlejandraAcu%C3%B1a","photo":"https://0.academia-photos.com/26519346/9700733/28243224/s65_alejandra.acu_a.jpg"}</script></span></span></li><li class="js-paper-rank-work_38894790 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38894790"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38894790, container: ".js-paper-rank-work_38894790", }); 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$(".js-view-count[data-work-id=38894790]").text(description); $(".js-view-count-work_38894790").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38894790").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38894790"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="18004" href="https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education">Equity and Social Justice in Higher Education</a>, <script data-card-contents-for-ri="18004" type="text/json">{"id":18004,"name":"Equity and Social Justice in Higher Education","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="25696" href="https://www.academia.edu/Documents/in/College_student_development">College student development</a>, <script data-card-contents-for-ri="25696" type="text/json">{"id":25696,"name":"College student development","url":"https://www.academia.edu/Documents/in/College_student_development","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1763111" href="https://www.academia.edu/Documents/in/Men_of_Color">Men of Color</a><script data-card-contents-for-ri="1763111" type="text/json">{"id":1763111,"name":"Men of Color","url":"https://www.academia.edu/Documents/in/Men_of_Color","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38894790]'), work: {"id":38894790,"title":"Minority Male Mentoring: A Multi-Tiered Model for College Success","created_at":"2019-04-22T11:48:25.301-07:00","owner_id":26519346,"url":"https://www.academia.edu/38894790/Minority_Male_Mentoring_A_Multi_Tiered_Model_for_College_Success","slug":"Minority_Male_Mentoring_A_Multi_Tiered_Model_for_College_Success","dom_id":"work_38894790","summary":"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.","publication":"Proceedings of the Thirteenth Annual National Symposium on Student Retention","publication_with_fallback":"Proceedings of the Thirteenth Annual National Symposium on Student Retention","downloadable_attachments":[{"id":58993163,"asset_id":38894790,"asset_type":"Work","always_allow_download":false,"scribd_thumbnail_url":"https://attachments.academia-assets.com/58993163/thumbnails/1.jpg","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=1729981093\u0026Signature=dK6pWARl8moE40Y~XWjoWmxIWTtVzZ~YjK85VJwVKkP2C8V5xYCZgwlW26hgoFckde3fXT9MgMgzOPpf4NcWDa~LaNVklF81ph7hMwHHntaFRo8EtP3twM8cdAVYBwYtwWmoPrKjyaTQmsz6iS8wY0g8Fy7hyz~utUyXHWOYry5g4OXNFhR5XF8IHzWChav4xgkoRIDLII44kkEupDNl68A0suNMkV4fVjZP~LV6ze~TaWn-Nzb32q2kaj0DdB2JC2060Rj9So36buXI0C9O8w1q~t7P1kBsNNmhJSOUbV8v7IDQuvi65fnl0R2nkwiHvy5zsh374ErOV-o5SoB6sQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA","download_file_url":"https://www.academia.edu/attachments/58993163/download_file?st=MTczMjgxNTA2OCw4LjIyMi4yMDguMTQ2&","full_thumbnail_url":"https://0.academia-photos.com/attachment_thumbnails/58993163/mini_magick20190422-12518-123qjkk.png?1555970211"}],"downloadable_attachments_with_full_thumbnails":[{"id":58993163,"asset_id":38894790,"asset_type":"Work","always_allow_download":false,"scribd_thumbnail_url":"https://attachments.academia-assets.com/58993163/thumbnails/1.jpg","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=1729981093\u0026Signature=dK6pWARl8moE40Y~XWjoWmxIWTtVzZ~YjK85VJwVKkP2C8V5xYCZgwlW26hgoFckde3fXT9MgMgzOPpf4NcWDa~LaNVklF81ph7hMwHHntaFRo8EtP3twM8cdAVYBwYtwWmoPrKjyaTQmsz6iS8wY0g8Fy7hyz~utUyXHWOYry5g4OXNFhR5XF8IHzWChav4xgkoRIDLII44kkEupDNl68A0suNMkV4fVjZP~LV6ze~TaWn-Nzb32q2kaj0DdB2JC2060Rj9So36buXI0C9O8w1q~t7P1kBsNNmhJSOUbV8v7IDQuvi65fnl0R2nkwiHvy5zsh374ErOV-o5SoB6sQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA","download_file_url":"https://www.academia.edu/attachments/58993163/download_file?st=MTczMjgxNTA2OCw4LjIyMi4yMDguMTQ2&","full_thumbnail_url":"https://0.academia-photos.com/attachment_thumbnails/58993163/mini_magick20190422-12518-123qjkk.png?1555970211"}],"has_pdf":true,"has_fulltext":true,"page_count":16,"ordered_authors":[{"id":26519346,"first_name":"Alejandra","last_name":"Acuña","domain_name":"csun","page_name":"AlejandraAcuña","display_name":"Alejandra Acuña","profile_url":"https://csun.academia.edu/AlejandraAcu%C3%B1a","photo":"https://0.academia-photos.com/26519346/9700733/28243224/s65_alejandra.acu_a.jpg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education","nofollow":false},{"id":18004,"name":"Equity and Social Justice in Higher Education","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education","nofollow":false},{"id":25696,"name":"College student development","url":"https://www.academia.edu/Documents/in/College_student_development","nofollow":false},{"id":1763111,"name":"Men of Color","url":"https://www.academia.edu/Documents/in/Men_of_Color","nofollow":false},{"id":1846399,"name":"Young Men of Color in Education","url":"https://www.academia.edu/Documents/in/Young_Men_of_Color_in_Education"}],"publication_year":2017,"publication_year_with_fallback":2017,"paper_rank":null,"all_time_views":214,"active_discussion":{}}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_84558872" data-work_id="84558872" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" 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><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_84558872" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete 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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/84558872" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="29b917c84b418da55f182141ca98fff3" rel="nofollow" data-download="{"attachment_id":89539175,"asset_id":84558872,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/89539175/download_file?st=MTczMjgxNTA2OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26519346" href="https://csun.academia.edu/AlejandraAcu%C3%B1a">Alejandra Acuña</a><script data-card-contents-for-user="26519346" type="text/json">{"id":26519346,"first_name":"Alejandra","last_name":"Acuña","domain_name":"csun","page_name":"AlejandraAcuña","display_name":"Alejandra Acuña","profile_url":"https://csun.academia.edu/AlejandraAcu%C3%B1a","photo":"https://0.academia-photos.com/26519346/9700733/28243224/s65_alejandra.acu_a.jpg"}</script></span></span></li><li class="js-paper-rank-work_84558872 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="84558872"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 84558872, container: ".js-paper-rank-work_84558872", }); 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$(".js-view-count[data-work-id=84558872]").text(description); $(".js-view-count-work_84558872").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_84558872").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="84558872"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3718" href="https://www.academia.edu/Documents/in/Posttraumatic_Stress_Disorder_PTSD_">Posttraumatic Stress Disorder (PTSD)</a>, <script data-card-contents-for-ri="3718" type="text/json">{"id":3718,"name":"Posttraumatic Stress Disorder (PTSD)","url":"https://www.academia.edu/Documents/in/Posttraumatic_Stress_Disorder_PTSD_","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="22517" href="https://www.academia.edu/Documents/in/CBT">CBT</a>, <script data-card-contents-for-ri="22517" type="text/json">{"id":22517,"name":"CBT","url":"https://www.academia.edu/Documents/in/CBT","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="751606" href="https://www.academia.edu/Documents/in/CBITs">CBITs</a><script data-card-contents-for-ri="751606" type="text/json">{"id":751606,"name":"CBITs","url":"https://www.academia.edu/Documents/in/CBITs","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=84558872]'), work: {"id":84558872,"title":"Coping and Resilience: PTSD Screening and Brief Intervention for Underrepresented Students at a Public University","created_at":"2022-08-12T09:19:33.591-07:00","owner_id":26519346,"url":"https://www.academia.edu/84558872/Coping_and_Resilience_PTSD_Screening_and_Brief_Intervention_for_Underrepresented_Students_at_a_Public_University","slug":"Coping_and_Resilience_PTSD_Screening_and_Brief_Intervention_for_Underrepresented_Students_at_a_Public_University","dom_id":"work_84558872","summary":"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 \u0026 Resilience (C\u0026R), 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\u0026R 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.","publication":"Social Work","publication_with_fallback":"Social Work","downloadable_attachments":[{"id":89539175,"asset_id":84558872,"asset_type":"Work","always_allow_download":false,"scribd_thumbnail_url":"https://attachments.academia-assets.com/89539175/thumbnails/1.jpg","download_url":"https://d1wqtxts1xzle7.cloudfront.net/89539175/Coping_Resilience-libre.pdf?1660321934=\u0026response-content-disposition=attachment%3B+filename%3DCoping_and_Resilience_PTSD_Screening_and.pdf\u0026Expires=1732818668\u0026Signature=LOrK89DeQmwvHROqukR~von6dtOEVeOPtn-558PQCv-O9-LVzooURnMAGgqYZs-Ou0fClzgy9ryRX5fejJOCJC6SvBuyWry7vo0njp1TSIROJxO1SMuXiSq41TaSmdBy6elN9pvi~Jn2qy6g5QTLJ1511zPSr5IR8wI-oZVjiZVbbh9s6LTMco-C1HvfDunLTCpL2C-3z4qndY~B2CyjwuI5740cZB6yJWE-jRMCpsvH2fWcxrUeCC644BVhYZ0peVWRngsqDQ9r6cSKhCN3IsWLBta8wRl8JKor3AId-ACdHJywtyaNWEThDtqPETA5HIPcAQuJZbDALmP4-YgyTw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA","download_file_url":"https://www.academia.edu/attachments/89539175/download_file?st=MTczMjgxNTA2OCw4LjIyMi4yMDguMTQ2&","full_thumbnail_url":"https://0.academia-photos.com/attachment_thumbnails/89539175/mini_magick20220812-1-3kix0p.png?1660322161"}],"downloadable_attachments_with_full_thumbnails":[{"id":89539175,"asset_id":84558872,"asset_type":"Work","always_allow_download":false,"scribd_thumbnail_url":"https://attachments.academia-assets.com/89539175/thumbnails/1.jpg","download_url":"https://d1wqtxts1xzle7.cloudfront.net/89539175/Coping_Resilience-libre.pdf?1660321934=\u0026response-content-disposition=attachment%3B+filename%3DCoping_and_Resilience_PTSD_Screening_and.pdf\u0026Expires=1732818668\u0026Signature=LOrK89DeQmwvHROqukR~von6dtOEVeOPtn-558PQCv-O9-LVzooURnMAGgqYZs-Ou0fClzgy9ryRX5fejJOCJC6SvBuyWry7vo0njp1TSIROJxO1SMuXiSq41TaSmdBy6elN9pvi~Jn2qy6g5QTLJ1511zPSr5IR8wI-oZVjiZVbbh9s6LTMco-C1HvfDunLTCpL2C-3z4qndY~B2CyjwuI5740cZB6yJWE-jRMCpsvH2fWcxrUeCC644BVhYZ0peVWRngsqDQ9r6cSKhCN3IsWLBta8wRl8JKor3AId-ACdHJywtyaNWEThDtqPETA5HIPcAQuJZbDALmP4-YgyTw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA","download_file_url":"https://www.academia.edu/attachments/89539175/download_file?st=MTczMjgxNTA2OCw4LjIyMi4yMDguMTQ2&","full_thumbnail_url":"https://0.academia-photos.com/attachment_thumbnails/89539175/mini_magick20220812-1-3kix0p.png?1660322161"}],"has_pdf":true,"has_fulltext":true,"page_count":10,"ordered_authors":[{"id":26519346,"first_name":"Alejandra","last_name":"Acuña","domain_name":"csun","page_name":"AlejandraAcuña","display_name":"Alejandra Acuña","profile_url":"https://csun.academia.edu/AlejandraAcu%C3%B1a","photo":"https://0.academia-photos.com/26519346/9700733/28243224/s65_alejandra.acu_a.jpg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education","nofollow":false},{"id":3718,"name":"Posttraumatic Stress Disorder (PTSD)","url":"https://www.academia.edu/Documents/in/Posttraumatic_Stress_Disorder_PTSD_","nofollow":false},{"id":22517,"name":"CBT","url":"https://www.academia.edu/Documents/in/CBT","nofollow":false},{"id":751606,"name":"CBITs","url":"https://www.academia.edu/Documents/in/CBITs","nofollow":false},{"id":899631,"name":"Post-traumatic stress disorder, trauma, PTSD therapy","url":"https://www.academia.edu/Documents/in/Post-traumatic_stress_disorder_trauma_PTSD_therapy"},{"id":923461,"name":"College Access and Success for Underrepresented and Underserved Students","url":"https://www.academia.edu/Documents/in/College_Access_and_Success_for_Underrepresented_and_Underserved_Students"},{"id":1763111,"name":"Men of Color","url":"https://www.academia.edu/Documents/in/Men_of_Color"}],"publication_year":2022,"publication_year_with_fallback":2022,"paper_rank":null,"all_time_views":28,"active_discussion":{}}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_101472898" data-work_id="101472898" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" 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><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_101472898" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete 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...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/101472898" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="85763ce1af11a493a41d499464eb331b" rel="nofollow" data-download="{"attachment_id":102006067,"asset_id":101472898,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/102006067/download_file?st=MTczMjgxNTA2OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26519346" href="https://csun.academia.edu/AlejandraAcu%C3%B1a">Alejandra Acuña</a><script data-card-contents-for-user="26519346" type="text/json">{"id":26519346,"first_name":"Alejandra","last_name":"Acuña","domain_name":"csun","page_name":"AlejandraAcuña","display_name":"Alejandra Acuña","profile_url":"https://csun.academia.edu/AlejandraAcu%C3%B1a","photo":"https://0.academia-photos.com/26519346/9700733/28243224/s65_alejandra.acu_a.jpg"}</script></span></span></li><li class="js-paper-rank-work_101472898 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="101472898"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 101472898, container: ".js-paper-rank-work_101472898", }); });</script></li><li class="js-percentile-work_101472898 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 101472898; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_101472898"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_101472898 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="101472898"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101472898; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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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. 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