The purpose of this study was to explore how trauma-informed school environments are related to the self-esteem and trauma symptoms of court-involved students. Researchers utilized a secondary analysis of school data gathered from 109 court-involved, female students over three consecutive school years (2012 – 2015). Changes measure in self-esteem and trauma symptoms as a result of a trauma informed teaching intervention were measured using a one group, pre/post-test design while controlling for race and grade level. No significant changes in students’ self-esteem were found; however, students with higher self-esteem were likely to have a greater reduction in trauma symptoms over the course of the school year. Based on the findings, schools should consider the role of socioemotional skill-building and positive self-image when working with court-involved students.
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Author Biographies
Shantel Crosby, University of Louisville Kent School of Social Work
Shantel Crosby, PhD, LCSW is an Associate Professor in the Kent School of Social Work at the University of Louisville. Her on-going research interests include wellbeing and adverse childhood experiences among youth who are court-involved or at risk of court-involvement—particularly among youth of color. She focuses on trauma and behavioral/emotional health among this population and explores trauma-informed and other innovative responses to maladaptive youth behaviors. She is currently conducting mixed-method research on trauma-informed teaching and the educational wellbeing of court-involved high school youth (i.e., youth in the foster care and juvenile justice system). Along with her research, Dr. Crosby teaches social work courses in the Kent School’s MSSW program, including Social Work Practice Methods.
Cheryl Somers, Wayne State University
Cheryl Somers, Ph.D., is a Professor in the College of Education, Department of Educational Psychology, at Wayne State University. She directs the School & Community Psychology program. Her research focuses primarily on school, family, and peer predictors of academic and behavioral risk and resilience in adolescents.
Angelique Day, University of Washington
Angelique Day, PhD, MSW, is an Associate Professor at the School of Social Work at the University of Washington , and founding director of two college access/retention programs for foster youth. She is also a Congressional Fellow with the Society for Research in Child Development and the American Association for the Advancement of Science. Dr. Day has formerly worked with Michigan’s Children, the Youth Policy Leadership Program, and the Michigan Department of Human Services.
Beverly Baroni, Clara B. Ford Academy
Beverly Baroni, PhD, LMSW, is the Principal of Clara B Ford Academy, a second chance, alternative high school located in metro Detroit. She has previously worked as a school social worker, was Assistant Director of a State of Michigan Special Education Initiative, and operated a full-time clinical practice.
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