Essentials of Trauma–Informed Assessment and Intervention in School and Community Settings

Understanding how chronic stress affects child development with step-by-step guidelines for conducting trauma-informed assessments and interventions Children exposed to early negative and adverse experiences may not think, feel, process emotions, behave, respond to, or relate to others the same way that typically developing children do. If psychologists do not appreciate and understand the effects of trauma in the lives of children, they may be working in ways that are not efficient or effective and may actually be providing a disservice to the children and families they serve. This volume provides an overview of the deleterious effects of adverse childhood experiences (also referred to as complex trauma, toxic stress or developmental trauma) on children's functioning, adjustment, cognitive, social-emotional, behavioral, academic, and neuropsychological outcomes. Complex trauma can alter brain structure and function and throw children off a normal developmental trajectory resulting in a myriad of negative outcomes. In addition, step-by-step guidelines are provided for conducting trauma-informed assessments, treatments, and interventions. Understand how early stressors can affect influence normal development and influence child psychopathology Learn how exposure to early life adversity affects the biological stress systems which can compromise normal brain development Become familiar with the functions and neuropsychological constructs associated with brain regions affected by chronic stress. Identify risk factors that can negatively influence children's behavioral, social, emotional, cognitive, and academic functioning Identify and use trauma-sensitive assessment instruments and protocols Gather background and family history from a trauma perspective Use evidence-based interventions to best meet each child's unique needs Essentials of Trauma-Informed Assessment and Interventions in the Schools is essential reading for school, clinical, and related psychologists and their trainers.

Author Biography: KIRBY WYCOFF, PHD, is a Nationally Certified School Psychologist and Associate Professor and Co-Director of the School Psychology Program at Eastern University. She is an MPH Candidate at the Geisel School of Medicine at Dartmouth College and a LEAH (Leadership and Education in Adolescent Health) Fellow at the Children's Hospital of Philadelphia. BETTINA FRANZESE, MPS, Ms.Ed., Psy.D., ABSNP, is a Pennsylvania Licensed Psychologist, a Pennsylvania Certified School Psychologist and is Board Certified in School Neuropsychology.

About the Authors xi Series Preface xiii Acknowledgements xv Section One History: Trauma, Adversity and the Trauma-Informed Movement One Adverse Childhood Experiences 3 Kirby L. Wycoff Two Impact on Children, Teens, Families, and Communities 17 Kirby L. Wycoff Three Public Health and the Trauma-Informed Movement 35 Kirby L. Wycoff Four Trauma-Informed Schools 59 Kirby L. Wycoff Section Two Complex Trauma and the Role of Functional Impairment Five Child Development 79 Bettina Franzese Six Complex Trauma and Its Impact on the Brain 93 Bettina Franzese Bettina Franzese Seven Domains of Impairment: Functional Impact of Complex Trauma and Stress 127 Kirby L. Wycoff Section Three Trauma-Informed Assessment Framework Eight Considerations for Trauma Screening in School and Community Settings 157 Kirby L. Wycoff Nine Individual and Familial Assessment Tools 181 Kirby L. Wycoff Section Four Trauma-Informed Intervention Framework Ten Competencies and Components of Trauma-Informed Interventions 201 Kirby L. Wycoff Eleven Trauma-Informed Interventions and Treatments 219 Kirby L. Wycoff Section Five Ethical Considerations in Trauma-Informed Assessment and Intervention Twelve Ethical Considerations 243 Kirby L. Wycoff Thirteen Emerging Treatments and Additional Resources 251 Kirby L. Wycoff References 253 Index 295