Alleviating the Educational Impact of Adverse Childhood Experiences : School-University-Community Collaboration
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| Title: | Alleviating the Educational Impact of Adverse Childhood Experiences : School-University-Community Collaboration |
|---|---|
| Description: | Recent crises—whether policy-induced (e.g., family separation at the Mexico/U.S. border) or natural disaster-related (e.g., hurricanes in Florida and North Carolina and wildfires in California)—have galvanized the attention of the U.S. and international public on the plight of children who endure these traumatic events. The sheer enormity of such wrenching events tend to overshadow the trauma endured by many children whose everyday life circumstances fall short of affording them a safe, stable, and nurturing environment.At the national level, three rounds of data collection spanning January 2008 through April 2014 constituted the National Survey of Children's Exposure to Violence (NatSCEV) that—according to Finkelhor, Turner, Shattuck, and Hambly (2013) in reporting on the 2011 round—assessed “a wide range of childhood victimizations” (pp. 614-615). Among many other findings, Finkelor et al. concluded that “overall, 57.7% of the children and youth had experienced or witnessed at least 1 to 5 aggregate exposures (assaults and bullying, sexual victimization, maltreatment by a caregiver, property victimization, or witnessing victimization) in the year before this survey” (p. 619). According to the recent re-visiting of NatSCEV II by Turner et al. (2017), “almost 1 in 4 children and adolescents ages 5-15 in the United States lived in family environments with only modest levels of safety, stability, and nurturance, while about 1 in 15 had consistently low levels across multiple domains” (p. 8).Adverse childhood events (ACEs) have both immediate and long-term impacts on children's health and well-being (Banyard, Hambly, & Grych, 2017; Bowen, Jarrett, Stahl, Forrester, & Valmaggia, 2018; Walker & Walsh, 2015). Children do not shed their entanglement with ACEs at the schoolroom door. To highlight just one study, Jimenez, Wade, Lin, Morrow, & Reichman (2016) conducted a secondary analysis of a national urban birth cohort and found that experiencing ACEs in early childhood was “associated with below-average, teacher-reported academic and literacy skills and [more] behavior problems in kindergarten” (p. 1). |
| Authors: | R. Martin Reardon, Jack Leonard |
| Resource Type: | eBook. |
| Subjects: | Community and school, College-school cooperation, Post-traumatic stress disorder in children, Children with mental disabilities--Education, Psychic trauma in children |
| Categories: | EDUCATION / Counseling / Crisis Management, PSYCHOLOGY / Emotions, EDUCATION / Behavioral Management |
| Database: | eBook Collection (EBSCOhost) |
| FullText | Links: – Type: ebook-pdf – Type: ebook-epub Text: Availability: 0 |
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| Header | DbId: nlebk DbLabel: eBook Collection (EBSCOhost) An: 2473992 RelevancyScore: 1097 AccessLevel: 6 PubType: eBook PubTypeId: ebook PreciseRelevancyScore: 1096.64697265625 |
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| Items | – Name: Title Label: Title Group: Ti Data: Alleviating the Educational Impact of Adverse Childhood Experiences : School-University-Community Collaboration – Name: Abstract Label: Description Group: Ab Data: Recent crises—whether policy-induced (e.g., family separation at the Mexico/U.S. border) or natural disaster-related (e.g., hurricanes in Florida and North Carolina and wildfires in California)—have galvanized the attention of the U.S. and international public on the plight of children who endure these traumatic events. The sheer enormity of such wrenching events tend to overshadow the trauma endured by many children whose everyday life circumstances fall short of affording them a safe, stable, and nurturing environment.At the national level, three rounds of data collection spanning January 2008 through April 2014 constituted the National Survey of Children's Exposure to Violence (NatSCEV) that—according to Finkelhor, Turner, Shattuck, and Hambly (2013) in reporting on the 2011 round—assessed “a wide range of childhood victimizations” (pp. 614-615). Among many other findings, Finkelor et al. concluded that “overall, 57.7% of the children and youth had experienced or witnessed at least 1 to 5 aggregate exposures (assaults and bullying, sexual victimization, maltreatment by a caregiver, property victimization, or witnessing victimization) in the year before this survey” (p. 619). According to the recent re-visiting of NatSCEV II by Turner et al. (2017), “almost 1 in 4 children and adolescents ages 5-15 in the United States lived in family environments with only modest levels of safety, stability, and nurturance, while about 1 in 15 had consistently low levels across multiple domains” (p. 8).Adverse childhood events (ACEs) have both immediate and long-term impacts on children's health and well-being (Banyard, Hambly, & Grych, 2017; Bowen, Jarrett, Stahl, Forrester, & Valmaggia, 2018; Walker & Walsh, 2015). Children do not shed their entanglement with ACEs at the schoolroom door. To highlight just one study, Jimenez, Wade, Lin, Morrow, & Reichman (2016) conducted a secondary analysis of a national urban birth cohort and found that experiencing ACEs in early childhood was “associated with below-average, teacher-reported academic and literacy skills and [more] behavior problems in kindergarten” (p. 1). – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22R%2E+Martin+Reardon%22">R. Martin Reardon</searchLink><br /><searchLink fieldCode="AR" term="%22Jack+Leonard%22">Jack Leonard</searchLink> – Name: TypePub Label: Resource Type Group: TypPub Data: eBook. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Community+and+school%22">Community and school</searchLink><br /><searchLink fieldCode="DE" term="%22College-school+cooperation%22">College-school cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Post-traumatic+stress+disorder+in+children%22">Post-traumatic stress disorder in children</searchLink><br /><searchLink fieldCode="DE" term="%22Children+with+mental+disabilities--Education%22">Children with mental disabilities--Education</searchLink><br /><searchLink fieldCode="DE" term="%22Psychic+trauma+in+children%22">Psychic trauma in children</searchLink> – Name: SubjectBISAC Label: Categories Group: Su Data: <searchLink fieldCode="ZK" term="%22EDUCATION+%2F+Counseling+%2F+Crisis+Management%22">EDUCATION / Counseling / Crisis Management</searchLink><br /><searchLink fieldCode="ZK" term="%22PSYCHOLOGY+%2F+Emotions%22">PSYCHOLOGY / Emotions</searchLink><br /><searchLink fieldCode="ZK" term="%22EDUCATION+%2F+Behavioral+Management%22">EDUCATION / Behavioral Management</searchLink> |
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| RecordInfo | BibRecord: BibEntity: Classifications: – Code: 371.92 Scheme: ddc Type: prePub Languages: – Code: eng Text: English Subjects: – SubjectFull: Community and school Type: general – SubjectFull: College-school cooperation Type: general – SubjectFull: Post-traumatic stress disorder in children Type: general – SubjectFull: Children with mental disabilities--Education Type: general – SubjectFull: Psychic trauma in children Type: general Titles: – TitleFull: Alleviating the Educational Impact of Adverse Childhood Experiences : School-University-Community Collaboration Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: R. Martin Reardon – PersonEntity: Name: NameFull: Jack Leonard – PersonEntity: Name: NameFull: R. Martin Reardon – PersonEntity: Name: NameFull: Jack Leonard IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2020 – D: 24 M: 07 Type: profile Y: 2020 Identifiers: – Type: isbn-print Value: 9781648021121 – Type: isbn-print Value: 9781648021138 – Type: isbn-electronic Value: 9781648021145 – Type: isbn-electronic Value: 9781806605460 Titles: – TitleFull: Alleviating the Educational Impact of Adverse Childhood Experiences : School-University-Community Collaboration Type: main |
| ResultId | 1 |
