Exploring School Professionals' Definitions of Childhood Trauma.

PURPOSE: Little is known about school professionals' definitions of trauma outside of the context of trauma-informed school trainings. METHODS: The present study used thematic analysis to explore school professionals' open-ended definitions of childhood trauma (N = 1271). Follow-up chi-square tests of independence were used to investigate differences in professionals' definitions based on their professional role and education. RESULTS: Five themes were identified: effects of trauma, events of trauma, solutions to trauma, emotional responses, and no knowledge. Effects of trauma and events of trauma contained ten and five subthemes, respectively. School professionals who identified long-term effects of trauma on students most commonly listed general negative effects (e.g., "An experience or event that can negatively impact that child") instead of effects on specific domains such as behavior or emotions (e.g., "An experience that negatively impacted a child emotionally"). School professionals who identified an event of trauma most commonly provided examples of trauma (e.g., child maltreatment) or a general definition of trauma. School professionals' roles and education were somewhat related to their definitions of childhood trauma. Findings suggest that childcare providers and professionals without a bachelor's degree have gaps in their knowledge of child trauma. CONCLUSIONS: These results suggest school professionals have some foundational knowledge about trauma, but it is not universal. To best serve school professionals working with this vulnerable population of students, researchers and practitioners should design future trauma-informed professional development opportunities around school professionals' prior knowledge and understanding of trauma as well as their potential misunderstandings of trauma.

Early child maltreatment and reading processes, abilities, and achievement: A systematic review.

BACKGROUND: Children with maltreatment histories demonstrate weaker reading abilities compared to their peers. However, the differential processes driving this effect remain unclear. Prior studies focused on social and behavioral factors explaining this effect, yet reading research has shown that one's ability to comprehend written text is driven by a set of underlying dynamic and interactive cognitive abilities. OBJECTIVE: This systematic review sought to understand what theoretical or conceptual frameworks researchers cited as guiding their studies, what reading processes and abilities were studied as outcomes, how reading processes or abilities were measured, and what constructs were included to help understand the relationship between maltreatment and reading. METHOD: Three databases were searched for empirical peer-reviewed journal articles. Articles retained using inclusion and exclusion criteria were coded based on their sample characteristics, reference to theoretical or conceptual frameworks, reading processes and abilities measured, and included predictors of reading. Procedures were documented using the reporting items for systematic reviews and meta-analyses (PRISMA) statement (Moher et al., 2009). RESULTS: Twenty-seven studies were included in the final systematic review. Those that discussed theoretical or conceptual frameworks focused on the social and behavioral predictors of reading. Many studies (51.9 %) examined effects of maltreatment on reading achievement, rather than specific reading processes or abilities. Most studies (92.6 %) used at least one standardized reading measure. However, only four studies included cognitive abilities as potential predictor variables. CONCLUSIONS: Future research could benefit from investigating specific cognitive and reading-related processes, using measures to examine specific reading processes leading to breakdowns in reading achievement, and incorporation of reading theories to drive research questions and methods.

Exploratory Structural Equation Modeling Analysis and Validity of the Family Needs Screener.

Assessment that accurately categorizes families' risk for family violence (i.e., intimate partner violence and child maltreatment) and identifies areas of family need is essential for prevention program planning, practice, and resource allocation. The Family Needs Screener (FNS) assesses risk for intimate partner violence and child maltreatment. It is used as a tool to prioritize those who are in the greatest need of services as well as plan prevention efforts in selected prevention services offered to military families. To date, no peer-reviewed studies examine the factor structure of the FNS. In this study, we examined measurement aspects of the FNS as an assessment tool in identifying risk of family violence. Data were drawn from Army families (N = 18,159) who were screened between 2009 and 2013 and matched to substantiated cases of family violence. Exploratory structural equation modeling (ESEM) was used to examine the factor structure, measurement invariance, and predictive validity of the FNS. Results supported a shortened measure with a five-factor structure and full gender invariance. In particular, relationship issues were predictive of both intimate partner violence and child maltreatment. In addition, family of origin/history of family violence was predictive of substantiated cases of child maltreatment. Findings support the use of the FNS to assess risk, allocate, and plan for services in an Army population. Implications for scale modifications and use, as well as prevention efforts, are discussed.