Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-8ctnn Total loading time: 0 Render date: 2024-12-26T03:58:24.447Z Has data issue: false hasContentIssue false

Part Two - Prevention with Children and Youth

Published online by Cambridge University Press:  14 November 2024

Edited by
Sally M. Hage
Sally M. Hage
Affiliation:
Springfield College
Get access
Type
Chapter
Information
An Ounce of Prevention
Evidence-Based Prevention for Counseling and Psychology
 , pp. 61 - 152
Publisher: Cambridge University Press
Print publication year: 2024

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Anderson, R. E., McKenny, M., Mitchell, A., Koku, L., & Stevenson, H. C. (2018) EMBRacing racial stress and trauma: Preliminary feasibility and coping responses of a racial socialization intervention. Journal of Black Psychology, 44(1), 25–46. doi.org/10.1177/0095798417732930CrossRefGoogle Scholar
Boykin, A. W. (1983). The academic performance of Afro-American children. In Spence, J. (Ed.), Achievement and achievement motives (pp. 321–371). San Francisco: FreemanGoogle Scholar
Boykin, A. W. (1986). The triple quandary and the schooling of Afro-American children. In Neisser, U. (Ed.), The school achievement of minority children: New perspectives. Lawrence Erlbaum Associates.Google Scholar
Brody, G. H., Gerrard, M., & Gibbons, F. X. (2004). The strong African American families program: Translating research into prevention programming. Child Development, 75(3), 900–917. doi.org/10.1111/j.1467-8624.2004.00713.xCrossRefGoogle ScholarPubMed
Brody, G. H., Murry, V. M., Gerrard, M., Gibbons, F. X., McNair, L., Brown, A. C., Wills, T. A., Molgaard, V., Spoth, R., Luo, Z., & Chen, Y. F. (2006a) The strong African American families program: Prevention of youths’ high-risk behavior and a test of a model of change. Journal of Family Psychology, 20(1), 1. doi.org/10.1037/0893-3200.20.1.1CrossRefGoogle Scholar
Brody, G. H., Murry, V. M., Kogan, S. M., Gerrard, M., Gibbons, F. X., Molgaard, V., Brown, A. C., Anderson, T., Chen, Y.-f., Luo, Z., & Wills, T. A. (2006b). The Strong African American Families Program: A cluster-randomized prevention trial of long-term effects and a mediational model. Journal of Consulting and Clinical Psychology, 74(2), 356–366. doi.org/10.1037/0022-006X.74.2.356CrossRefGoogle Scholar
Brown, D. L., & Tylka, T. L. (2011) Racial discrimination and resilience in African American young adults: Examining racial socialization as a moderator. Journal of Black Psychology, 37(3), 259–285. doi.org/10.1177/0095798410390689CrossRefGoogle Scholar
Cheeks, B. L., Chavous, T. M. & Sellers, R. M. (2020) A daily examination of African American adolescents’ racial discrimination, parental racial socialization, and psychological affect. Child Development, 91(6), 2123–2140. doi.org/10.1111/cdev.13416CrossRefGoogle ScholarPubMed
Coard, S. I. Black Parenting Strengths and Strategies – Child (BPSS-C) Department of Human Development and Family Studies. University of North Carolina-Greensboro; Greensboro, North Carolina: 2008, 2010, 2012, 2017 Unpublished Curriculum, and Manual.Google Scholar
Coard, S. I., Foy-Watson, S., Zimmer, C. & Wallace, A. (2007). Considering culturally relevant parenting practices in intervention development and adaptation: A randomized controlled trial of the Black Parenting Strengths and Strategies (BPSS) Program. The Counseling Psychologist, 35(6), 797–820. doi.org/10.1177/0011000007304592CrossRefGoogle Scholar
Coard, S. I., Herring, M. H., Watkins, M. H., Foy-Watson, S. A., & McCoy, S. Z. (2013). Black Parents Strengths and Strategies (BPSS) program: A cultural adaptation of the strong-willed child program. In Handbook of culturally responsive school mental health (pp. 77–87). Springer.CrossRefGoogle Scholar
Coard, S. I., Wallace, S. A., Stevenson, H. C., & Brotman, L. M. (2004). Towards culturally relevant preventive interventions: The consideration of racial socialization in parent training with African American families. Journal of Child and Family Studies, 13(3), 277–293. doi.org/10.1023/B:JCFS.0000022035.07171.f8CrossRefGoogle Scholar
Coard, S. I., Wiley, K. C., & Evans, A. G. (2021). The Back Parenting Strengths and Strategies Program–Racialized Short (BPSS-RS): “Real-world” dismantle, implementation, and evaluation. Adversity and Resilience Science: Journal of Research and Practice, 2(4), 235–245. doi.org/10.1007/s42844-021-00046-6CrossRefGoogle Scholar
Dotterer, A. M., & James, A. (2018). Can parenting microprotections buffer against adolescents’ experiences of racial discrimination? Journal of Youth and Adolescence, 47(1), 38–50. doi.org/10.1007/s10964-017-0773-6CrossRefGoogle ScholarPubMed
Gresham, F. M., & Elliot, S. N. (1990). Social skills rating system. Circle Pines, MN: American Guidance ServiceGoogle Scholar
Harrell, C. J., Burford, T. I., Cage, B. N., Nelson, T. M., Shearon, S., Thompson, A., & Green, S. (2011). Multiple pathways linking racism to health outcomes. Du Bois Review: Social Science Research on Race, 8(1), 143–157. doi.org/10.1017/S1742058X11000178CrossRefGoogle ScholarPubMed
Harris-Britt, A., Valrie, C. R., Kurtz-Costes, B., & Rowley, S. J. (2007). Perceived racial discrimination and self-esteem in African American youth: Racial socialization as a protective factor. Journal of Research on Adolescence, 17(4), 669–682. doi.org/10.1111/j.1532-7795.2007.00540.xCrossRefGoogle ScholarPubMed
Heard-Garris, N. J., Cale, M., Camaj, L., Hamati, M. C., & Dominguez, T. P. (2018). Transmitting trauma: A systematic review of vicarious racism and child health. Social Science & Medicine, 199, 230–230. doi.org/10.1016/j.socscimed.2017.04.018CrossRefGoogle ScholarPubMed
Hughes, D., Rodriguez, J., Smith, E. P., Johnson, D. J., Stevenson, H. C., & Spicer, P. (2006). Parents’ ethnic-racial socialization practices: A review of research and directions for future study. Developmental Psychology, 42(5), 747–770. doi.org/10.1037/0012-1649.42.5.747CrossRefGoogle ScholarPubMed
Hughes, D. L., Watford, J. A., & Del Toro, J. (2016) A transactional/ecological perspective on ethnic–racial identity, socialization, and discrimination. Advances in Child Development and Behavior, 51, 1–41. doi.org/10.1016/bs.acdb.2016.05.001CrossRefGoogle ScholarPubMed
Huguley, J. P., Wang, M. T., Vasquez, A. C., & Guo, J. (2019) Parental ethnic–racial socialization practices and the construction of children of color’s ethnic–racial identity: A research synthesis and meta-analysis. Psychological Bulletin, 145(5), 437. doi.org/10.1037/bul0000187CrossRefGoogle ScholarPubMed
Israel, B. A., Parker, E. A., Rowe, Z., Salvatore, A., Minkler, M., López, J., Butz, A., Mosley, A., Coates, L., Lambert, G., Potito, P. A., Brenner, B., Rivera, M., Romero, H., Thompson, B., Coronado, G., & Halstead, S. (2005). Community-based participatory research: Lessons learned from the Centers for Children’s Environmental Health and Disease Prevention Research. Environmental Health Perspectives, 113(10), 1463–1471. doi.org/10.1289/ehp.7675CrossRefGoogle ScholarPubMed
Jones, S. C. T., & Neblett, E. W., Jr. (2019). The impact of racism on the mental health of people of color. In Williams, M. T., Rosen, D. C., & Kanter, J. W. (Eds.), Eliminating race-based mental health disparities: Promoting equity and culturally responsive care across settings (pp. 79–97). Context Press/New Harbinger Publications.Google Scholar
Lloyd, C. M., Alvira-Hammond, M., Carlson, J., & Logan, D. (2021). Family, economic, and geographic characteristics of Black families with children. In Racial equity: Child trends. Eric Institute of Educational Science.Google Scholar
Long, N., & Forehand, R. (2002). Parenting the strong-willed child: Leader’s guide for the six-week parenting class, Version 2.0. Unpublished manual available from Dr. Nicholas Long, Department of Pediatrics, UAMS/ACH, 800 Marshall St., Little Rock, AR 72202 or at .Google Scholar
Mendoza-Denton, R., Downey, G., Purdie, V. J., Davis, A., & Pietrzak, J. (2002). Sensitivity to status-based rejection: Implications for African American students’ college experience. Journal of Personality and Social Psychology, 83(4), 896. doi.org/10.1037/0022-3514.83.4.896CrossRefGoogle ScholarPubMed
Murry, V. M., Berkel, C., Brody, G. H., Gibbons, M., & Gibbons, F. X. (2007). The Strong African American Families program: Longitudinal pathways to sexual risk reduction. Journal of Adolescent Health, 41(4), 333–342. doi.org/10.1016/j.jadohealth.2007.04.003CrossRefGoogle ScholarPubMed
Murry, V. M., Berkel, C., Brody, G. H., Miller, S. J., & Chen, Y. F. (2009) Linking parental socialization to interpersonal protective processes, academic self-presentation, and expectations among rural African American youth. Cultural Diversity and Ethnic Minority Psychology, 15(1), 1. doi.org/10.1037/a0013180CrossRefGoogle ScholarPubMed
Neblett, E. W. Jr. (2019). Racism and health: Challenges and future directions in behavioral and psychological research. Cultural Diversity and Ethnic Minority Psychology, 25(1), 12. doi.org/10.1037/cdp0000253CrossRefGoogle ScholarPubMed
NeblettJr., W. E., White, R. L., Ford, K. R., Philip, C. L., Nguyen, H. X., & Sellers, R. M. (2008) Patterns of racial socialization and psychological adjustment: Can parental communications about race reduce the impact of racial discrimination? Journal of Research on Adolescence, 18(3), 477–515. doi.org/10.1111/j.1532-7795.2008.00568.xCrossRefGoogle Scholar
Osborne, K. R., Caughy, M. O. B., Oshri, A., Smith, E. P., & Owen, M. T. (2020). Racism and preparation for bias within African American families. Cultural Diversity and Ethnic Minority Psychology. doi.org/10.1037/cdp0000339Google ScholarPubMed
Pachter, L. M., & Coll, C. G. (2009). Racism and child health: A review of the literature and future directions. Journal of Developmental and Behavioral Pediatrics, 30(3), 255–255. doi.org/10.1097/dbp.0b013e3181a7ed5aCrossRefGoogle ScholarPubMed
Priest, N., Paradies, Y., Trenerry, B., Truong, M., Karlsen, S., & Kelly, Y. (2013). A systematic review of studies examining the relationship between reported racism and health and wellbeing for children and young people. Social Science & Medicine, 95, 115–115. doi.org/10.1016/j.socscimed.2012.11.031CrossRefGoogle ScholarPubMed
Priest, N., Walton, J., White, F., Kowal, E., Baker, A. & Paradies, Y. (2014) Understanding the complexities of ethnic-racial socialization processes for both minority and majority groups: A 30-year systematic review. International Journal of Intercultural Relations, 43, 139–155. doi.org/10.1016/j.ijintrel.2014.08.003CrossRefGoogle Scholar
Reynolds, C. R., & Kamphaus, R. W. (1992). Manual for the Behavioral Assessment System for Children (BASC). Circle Pines, MN: American Guidance Service.Google Scholar
Reynolds, C. R., & Kamphaus, R. W. (2002). The clinician’s guide to the Behavior Assessment System for Children (BASC). New York: Guilford.Google Scholar
Serchen, J., Doherty, R., Atiq, O., Hilden, D., & Health and Public Policy Committee of the American College of Physicians. (2020). Racism and health in the United States: A policy statement from the American College of Physicians. Annals of Internal Medicine, 173(7), 556–557. doi.org/10.7326/M20-4195CrossRefGoogle ScholarPubMed
Smalls, C. (2009). African American adolescent engagement in the classroom and beyond: The roles of mother’s racial socialization and democratic-involved parenting. Journal of Youth and Adolescence, 38(2), 204–213. doi.org/10.1007/s10964-008-9316-5CrossRefGoogle ScholarPubMed
Smalls, C. (2010). Effects of mothers’ racial socialization and relationship quality on African American youth’s school engagement: A profile approach. Cultural Diversity and Ethnic Minority Psychology, 16(4), 476. doi.org/10.1037/a0020653CrossRefGoogle ScholarPubMed
Stevenson, H. (1994). Racial socialization in African American families: The art of balancing intolerance and survival. The Family Journal, 2, 190–198. 10.1177/1066480794023002CrossRefGoogle Scholar
Trent, M., Dooley, D. G., Dougé, J. (2019). Section on adolescent health, council on community pediatrics, & committee on adolescence. The Impact of Racism on Child and Adolescent Health. Pediatrics, 144(2), e20191765. doi.org/10.1542/peds.2019-1765Google ScholarPubMed
Umaña-Taylor, A. J. & Hill, N. E. (2020). Ethnic–racial socialization in the family: a decade’s advance on precursors and outcomes. Journal of Marriage and Family, 82(1), 244–271. doi.org/10.1111/jomf.12622CrossRefGoogle Scholar
U.S. Department of Health and Human Services. (2001). Mental health: Culture, race, and ethnicity – A supplement to mental health: A report of the surgeon general. U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services. www.ncbi.nlm.nih.gov/books/NBK44243/Google Scholar
Wang, M. T., Henry, D.A., Smith, L. V., Huguley, J. P. & Guo, J. (2020a) Parental ethnic-racial socialization practices and children of color’s psychosocial and behavioral adjustment: A systematic review and meta-analysis. American Psychologist, 75(1), 1–22. doi.org/10.1037/amp0000464CrossRefGoogle ScholarPubMed
Wang, M. T., Smith, L.V., Miller-Cotto, D. & Huguley, J. P. (2020b) Parental ethnic-racial socialization and children of color’s academic success: A meta-analytic review. Child Development, 91(3), e528–e544. doi.org/10.1111/cdev.13254CrossRefGoogle ScholarPubMed

References

Adelman, H. S., & Taylor, L. (2002). Building comprehensive, multifaceted, and integrated approaches to address barriers to student learning. Childhood Education, 78(5), 261–268. doi.org/10.1080/00094056.2002.10522738CrossRefGoogle Scholar
Adelman, H. S., & Taylor, L. (2012). Mental health in schools: Moving in new directions. Contemporary School Psychology, 16(1), 9–18.CrossRefGoogle Scholar
An, C. (2015). Estimating the effectiveness of City Connects on middle school outcomes (Publication No. 3716216) [Doctoral Dissertation, Boston College] ProQuest Dissertations Publishing.Google Scholar
ASCD. (2014). Whole school, whole community, whole child: A collaborative approach to learning and health. Center for Disease Control and Prevention. www.cdc.gov/healthyschools/wscc/wsccmodel_update_508tagged.pdfGoogle Scholar
Beauchaine, T. P., Klein, D. N., Crowell, S. E., Derbidge, C., & Gatzke-Kopp, L. (2009). Multifinality in the development of personality disorders: A biology x sex x environment interaction model of antisocial and borderline traits. Development and Psychopathology, 21(3), 735–770. doi.org/10.1017/S0954579409000418CrossRefGoogle ScholarPubMed
Belsky, J., & Pluess, M. (2013). Beyond risk, resilience, and dysregulation: Phenotypic plasticity and human development. Development and Psychopathology, 25, 1243–1261. doi.org/10.1017/S095457941300059XCrossRefGoogle ScholarPubMed
Bowden, A. B., Shand, R., Belfield, C. R., Wang, A., & Levin, H. M. (2017). Evaluating educational interventions that induce service receipt: A case study application of City Connects. American Journal of Evaluation, 38(3), 405–419. doi.org/10.1177/1098214016664983CrossRefGoogle Scholar
Bowden, B., Belfield, C. R., Levin, H. M., Shand, R., Wang, A., & Morales, M. (2015). A benefit-cost analysis of City Connects. https://repository.upenn.edu/cbcse/6Google Scholar
Brabeck, M. M., Walsh, M. E., & Latta, R. E. (Eds.) & National Society for the Study of Education. (2003). Meeting at the hyphen: Schools-universities-communities-professions in collaboration for student achievement and well-being. (The 102nd yearbook of the National Society for the Study of Education; Vol. pt. 2).CrossRefGoogle Scholar
Brazelton, T. B., & Greenspan, S. I. (2007). Why children need experiences tailored to their uniqueness. Early Childhood Today, 21(4), 10–11.Google Scholar
Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019). Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science, 23(4), 307–337. doi.org/10.1080/10888691.2017.1398649CrossRefGoogle Scholar
Caplan, G. (1964). Principles of preventive psychiatry. Basic Books.Google Scholar
Cicchetti, D., & Crick, N. R. (2009). Precursors and diverse pathways to personality disorder in children and adolescents. Development and Psychopathology, 21(3), 683–685. doi.org/10.1017/S0954579409000388CrossRefGoogle ScholarPubMed
Cicchetti, D., & Rogosch, F. A. (1996). Equifinality and multifinality in developmental psychopathology. Development and Psychopathology, 8(4), 597–600. doi.org/10.1017/S0954579400007318CrossRefGoogle Scholar
Connects, City (2010). The impact of City Connects: Annual report 2010. Boston College Center for Optimized Student Support. www.bc.edu/content/dam/city-connects/Publications/CityConnects_AnnualReport_2010.pdfGoogle Scholar
Connects, City (2014). The impact of City Connect: Progress report 2014. Center for Optimized Student Support. www.bc.edu/content/dam/city-connects/Publications/CityConnects_ProgressReport_2014.pdfGoogle Scholar
Connects, City (2016). The impact of City Connects: Student outcomes. Center for Optimized Student Support. www.bc.edu/content/dam/files/schools/lsoe/cityconnects/pdf/City%20Connects%20Progress%20Report%202016.pdfGoogle Scholar
Connects, City (2018). City Connects: Intervention and impact. Center for Optimized Student Support. www.bc.edu/content/dam/bc1/schools/lsoe/sites/coss/pdfs-for-ctc/CityConnectsProgressReport2018%20updated%20Feb.%202022.pdfGoogle Scholar
Connects, City (2020). City Connects: Intervention and impact. Center for Optimized Student Support. www.bc.edu/content/dam/city-connects/Publications/City%20Connects%20Intervetion%20%20Impact%20Progress%20Report%202020.pdfGoogle Scholar
Connects, City (2022). City Connects: Intervention and impact. Center for Optimized Student Support. www.bc.edu/content/dam/city-connects/Publications/The%20Impact%20of%20City%20Connects-Progress%20Report%202022.pdfGoogle Scholar
Dearing, E. (2008). Psychological costs of growing up poor. Annals of the New York Academy of Sciences, 1136(1), 324–332. doi.org/10.1196/annals.1425.006CrossRefGoogle ScholarPubMed
Dearing, E., Walsh, M. E., Sibley, E., Lee‐St. John, T., Foley, C., & Raczek, A. E. (2016). Can community and school‐based supports improve the achievement of first‐generation immigrant children attending high‐poverty schools? Child Development, 87(3), 883–897.CrossRefGoogle ScholarPubMed
Fisher, J. F. (2018). Who you know: Unlocking innovations that expand students’ networks. John Wiley & Sons.CrossRefGoogle Scholar
Foley, C., Theodorakakis, M., Walsh, M. E., DiNatale, P., & Raczek, A. (2015). Building a sustainable intervention to address the out-of-school factors affecting achievement: A primer and case study. Center for Optimized Student Support. www.bc.edu/content/dam/city-connects/Publications/Policy%20Brief%20-%20Building%20Sustainable%20Interventions%20Final%20WEBSITE.pdfGoogle Scholar
Ghate, D. (2016). From programs to systems: Deploying implementation science and practice for sustained real world effectiveness in services for children and families. Journal of Clinical Child and Adolescent Psychology, 45(6), 812–826. doi.org/10.1080/15374416.2015.1077449CrossRefGoogle ScholarPubMed
Hage, S. M., & Kenny, M. E. (2009). Promoting a social justice approach to prevention: Future directions for training, practice, and research. The Journal of Primary Prevention, 30(1), 75–87. doi.org/10.1007/s10935-008-0165-5CrossRefGoogle ScholarPubMed
Hage, S. M., & Romano, J. L. (2010). History of prevention and prevention groups. Group Dynamics, 14(3), 199–210. doi.org/10.1037/a0020736CrossRefGoogle Scholar
Hage, S. M., Romano, J. L., Conyne, R. K., Kenny, M., Matthews, C., Schwartz, J. P., & Waldo, M. (2007). Best practice guidelines on prevention practice, research, training, and social advocacy for psychologists. The Counseling Psychologist, 35(4), 493–566. doi.org/10.1177/0011000006291411CrossRefGoogle Scholar
Hage, S. M., Schwartz, J., & DeMartino, S. (2016). International issues in the ethics of prevention. In Israellashvili, M. & Romano, J. L. (Eds.), Cambridge handbook of international prevention science (pp. 63–80). Cambridge University Press. doi.org/10.1017/9781316104453CrossRefGoogle Scholar
Hayward, E. (2022, February). Lynch school prof’s work in support of children recognized by $10M gift: BC’s Center for Optimized Student Support will be renamed the Mary E. Walsh Center for Thriving Children. BC News. www.bc.edu/bc-web/bcnews/nation-world-society/education/major-gift-honors-kearns-professor-mary-walsh.htmlGoogle Scholar
Jessor, R. (1992). Risk behavior in adolescence: A psychosocial framework for understanding and action. Developmental Review, 12(4), 374–390. doi.org/10.1016/0273-2297(92)90014-SCrossRefGoogle Scholar
Kenny, M. E., & Hage, S. M. (2009). The next frontier: Prevention as an instrument of social justice. The Journal of Primary Prevention, 30(1), 1–10. doi.org/10.1007/s10935-008-0163-7CrossRefGoogle ScholarPubMed
Khanani, N., O’Dwyer, L., Raczek, A., & Walsh, M. E. (2021, October 1). The impact of integrated student support on non-cognitive outcomes [Paper presentation]. Society for Research on Educational Effectiveness, Virtual.Google Scholar
Khanani, N., Raczek, A., & Walsh, M. E. (2021, October 1). Integrated student support and academic achievement [Paper presentation]. Society for Research on Educational Effectiveness, Virtual.CrossRefGoogle Scholar
Kirschman, K. J. B., Johnson, R. J., Bender, J. A., & Roberts, M. C. (2009). Positive psychology for children and adolescents: Development, prevention, and promotion. In Snyder, C. R. & Lopez, S. J. (Eds.), Oxford handbook of positive psychology (2nd ed., pp. 133–148). Oxford University Press.Google Scholar
Lee-St. John, T. J., Walsh, M. E., Raczek, A. E., Vuilleumier, C. E., Foley, C., Heberle, A., Sibley, E., & Dearing, E. (2018). The long-term impact of systemic student support in elementary school: Reducing high school dropout. AERA Open, 4(4), 1–16. doi.org/10.1177/2332858418799085CrossRefGoogle Scholar
Leigh, Y., Foley, C., & Walsh, M. E. (2022). Actionable evidence initiative case study: An actionable data system approach. Project Evident. www.projectevident.org/updates/2022/1/5/an-actionable-data-system-approachGoogle Scholar
Lerner, R. M. (1991). Changing organism-context relations as the basic process of development: A developmental contextual perspective. Developmental Psychology, 27(1), 27–32.CrossRefGoogle Scholar
Lerner, R. M. (2001). Promoting promotion in the development of prevention science. Applied Developmental Science, 5(4), 254–257. doi.org/10.1037/0012-1649.27.1.27CrossRefGoogle Scholar
Lerner, R. M. (2018). Concepts and theories of human development (4th ed.). Routledge. doi.org/10.4324/9780203581629CrossRefGoogle Scholar
Lerner, R. M., Bornstein, M. H., & Jervis, P. (2022). The development of positive attributes of character: On the embodiment of specificity, holism, and self-system processes. Human Development, 66(1), 34–47. doi.org/10.1159/000521583CrossRefGoogle Scholar
Manekin, S. (2016). City Connects: Redesigning student support for academic success. The Abell Report, 29(3), 1–16. https://files.eric.ed.gov/fulltext/ED570922.pdfGoogle Scholar
Masten, A. S. (2011). Resilience in children threatened by extreme adversity: Frameworks for research, practice, and translational synergy. Development and Psychopathology, 23(2), 493–506. doi.org/10.1017/S0954579411000198CrossRefGoogle ScholarPubMed
Masten, A. S. (2014). Ordinary magic: Resilience in development. Guilford Publications.Google Scholar
Masten, A. S. (2018). Resilience theory and research on children and families: Past, present, and promise. Journal of Family Theory & Review, 10(1), 12–31. doi.org/10.1111/jftr.12255CrossRefGoogle Scholar
Masten, A. S., & Cicchetti, D. (2010). Developmental cascades. Development and Psychopathology, 22(3), 491–495. doi.org/10.1017/S0954579410000222CrossRefGoogle ScholarPubMed
Masten, A. S., & Cicchetti, D. (2016). Resilience in development: Progress and transformation. In Cicchetti, D. & Cohen, D. J. (Eds.), Developmental psychopathology: Risk, resilience, and intervention (3rd ed., pp. 271–333, Volume 4). John Wiley & Sons, Inc.Google Scholar
Masten, A. S., & Labella, M. H. (2016). Risk and resilience in child development. In Balter, L. & Tamis-LeMonda, C. S. (Eds.), Child psychology: A handbook of contemporary issues (pp. 423–450). New York, NY: Taylor & Francis.Google Scholar
Masten, A. S., & Obradović, J. (2006). Competence and resilience in development. Annals of the New York Academy of Sciences, 1094(1), 13–27. doi.org/10.1196/annals.1376.003CrossRefGoogle ScholarPubMed
McEwen, B. (2016). In pursuit of resilience: Stress, epigenetics, and brain plasticity. Annals of the New York Academy of Sciences, 1373(1), 56–64. doi.org/10.1111/nyas.13020CrossRefGoogle ScholarPubMed
Moore, K., & Emig, C. (2014). Integrated student supports: A summary of the evidence for policymakers. Child Trends. www.childtrends.org/wp-content/uploads/2014/02/2014-05ISSWhitePaper3.pdfGoogle Scholar
National Center for Complementary and Integrative Health. (2021). NCCIH strategic plan FY 2021–2025: Mapping a pathway to research on whole person health. www.nccih.nih.gov/about/nccih-strategic-plan-2021-2025Google Scholar
National Research Council and Institute of Medicine. (2009). Defining the scope of prevention. In O’Connell, M. E., Boat, T., & Warner, K. E. (Eds.), Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities (pp. 59–70). The National Academies Press. doi.org/10.17226/12480Google Scholar
Pittman, K. (1996). Community, youth, development: Three goals in search of connection. New Designs for Youth Development, 12(1), 4–8.Google Scholar
Pollack, C., Theodorakakis, M., & Walsh, M. E. (2021). Leveraging integrated student support to identify and address COVID-19-related needs for students, families, and teachers. AERA Open, 7(1), 1–18. doi.org/10.1177%2F23328584211058473CrossRefGoogle Scholar
Reardon, S. F. (2011). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. In Duncan, G. J. & Murnane, R. J., Whither opportunity: Rising inequality, schools, and children’s life chances (pp. 91–115). Russell Sage Foundation.Google Scholar
Reese, L. R. E., & Vera, E. M. (2007). Culturally relevant prevention: The scientific and practical considerations of community-based programs. The Counseling Psychologist, 35(6), 763–778. doi.org/10.1177/0011000007304588CrossRefGoogle Scholar
Romano, J. L. (2015). Prevention psychology: Enhancing personal and social well-being. American Psychological Association. doi.org/10.1037/14442-001CrossRefGoogle Scholar
Romano, J. L., & Hage, S. M. (2000). Prevention and counseling psychology: Revitalizing commitments for the twenty-first century. The Counseling Psychologist, 28(6), 733–763. doi.org/10.1177%2F0011000000286001CrossRefGoogle Scholar
Rothstein, R. (2010). How to fix our schools. Economic Policy Institute, 286, 1–6. www.epi.org/publication/ib286/Google Scholar
Sameroff, A. (2009). The transactional model. In Sameroff, A. (Ed.), The transactional model of development: How children and contexts shape each other (pp. 3–21). American Psychological Association. doi.org/10.1037/11877-001CrossRefGoogle Scholar
Theron, L., Rothmann, S., Höltge, J., & Ungar, M. (2022). Differential adaptation to adversity: A latent profile analysis of youth engagement with resilience-enabling cultural resources and mental health outcomes in a stressed Canadian and South African community. Journal of Cross-Cultural Psychology, 53(3–4), 403–425. doi.org/10.1177%2F00220221221077353CrossRefGoogle Scholar
Unger, J., Morales, I., De Paepe, P., & Roland, M. (2020). Integrating clinical and public health knowledge in support of joint medical practice. BMC Health Services Research, 20(Suppl 2), 1073–1073. doi.org/10.1186/s12913-020-05886-zCrossRefGoogle Scholar
Walsh, M., & Brabeck, M. (2006). Resilience and risk in learning: Complex interactions and comprehensive interventions. In Sternberg, R. J. & Subotnik, R. F. (Eds.), Optimizing student success in school with the other three Rs: Reasoning, resilience, and responsibility (pp. 113–142). Information Age.Google Scholar
Walsh, M., DePaul, J., & Park-Taylor, J. (2009). Prevention as a mechanism for promoting positive development in the context of risk: Principles of best practice. In Kenny, M. E., Horne, M., Orpinas, P., & Reese, L. E. (Eds.), Realizing social justice: The challenge of preventive interventions (pp. 57–78). American Psychological Association. doi.org/10.1037/11870-000CrossRefGoogle Scholar
Walsh, M. E. (2021). The whole child: Building systems of integrated student support during and after COVID-19: An action guide. Boston College Center for Optimized Student Support. www.bc.edu/content/dam/bc1/schools/lsoe/sites/coss/COVID%20Action%20Guide_V7.pdfGoogle Scholar
Walsh, M. E., Galassi, J. P., Murphy, J. A., & Park-Taylor, J. (2002). A conceptual framework for counseling psychologists in schools. The Counseling Psychologist, 30(5), 682–704. doi.org/10.1177/0011000002305002CrossRefGoogle Scholar
Walsh, M. E., Hamilton, A., & Tran, Q. (2019). Role of the university in building schools for the whole child. In Kronick, R. F. (Ed.), Emerging perspectives on community schools and the engaged university (pp. 40–61). IGI Global. doi.org/10.4018/978-1-7998-0280-8Google Scholar
Walsh, M. E., Madaus, G. F., Raczek, A. E., Dearing, E., Foley, C., An, C., Lee-St. John, T. J., & Beaton, A. (2014). A new model for student support in high-poverty urban elementary schools: Effects on elementary and middle school academic outcomes. American Educational Research Journal, 51(4), 704–737. doi.org/10.3102%2F0002831214541669CrossRefGoogle Scholar
Wasser Gish, J. (2019). Building systems of integrated student support: A policy brief for local and state leaders. Center for Promise. www.bc.edu/content/dam/bc1/schools/lsoe/sites/coss/FederalPolicyBrief_v4.pdfGoogle Scholar
Weiss, E., & Reville, P. S. (2019). Broader, bolder, better: How schools and communities help students overcome the disadvantages of poverty. Harvard Education Press.Google Scholar
Bustamante, R. M. (2006). The culture audit: A leadership tool for assessment and strategic planning in diverse schools and colleges. International Journal of Educational Leadership Preparation, 1(2), n2. https://files.eric.ed.gov/fulltext/EJ1066685.pdfGoogle Scholar
Byrd, C. M. (2019). A measure of school racial socialization and quality of intergroup interactions. Cultural Diversity and Ethnic Minority Psychology, 25(2), 137–147.CrossRefGoogle ScholarPubMed
Hong, S. (2011). A cord of three strands: A new approach to parent engagement in schools. Harvard Education Press.Google Scholar
Jagers, R. J., Rivas-Drake, D. & Williams, B. (2019). Transformative Social and Emotional Learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54 (3), 162–184. doi.org/10.1080/00461520.2019.1623032CrossRefGoogle Scholar
Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., Schlinger, M., Schlund, J., Shriver, T. P., VanAusdal, K., & Yoder, N. (2020). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76 (7), 1128–1142.CrossRefGoogle ScholarPubMed
Samuels, D. R. (2014). The culturally inclusive educator: Preparing for a multicultural world. Teachers College Press.Google Scholar
Warren, M. R., Hong, S., Rubin, C. L., & Sychitkokhong, P. U. (2009). Beyond the bake sale: A community-based relational approach to parent engagement in schools. Teachers College Record, 111(9), 2209–2254. doi.org/10.1177/016146810911100901CrossRefGoogle Scholar

References

Artiga, S., Garfield, R., & Orgera, K. (2020). Communities of color at higher risk for health and economic challenges due to COVID-19. Kaiser Family Foundation. www.kff.org/coronavirus-covid-19/issue-brief/communities-of-color-at-higherrisk-for-health-and-economic-challenges-due-to-covid-19/?utm_campaign=KFF-2020Uninsured&utm_source=hs_email&utm_medium=email&utm_content=2&_hsenc=p2ANqtz-_UqLIoowVMibewUsBF8kGfwwkh4ndUc-Ng7RZ8if—KZNFdsVsWt8UG2un7FH2DxliVe3nEefuXSQR1155GRcIUWd7mg&_hsmi=2Google Scholar
Benner, A. D., & Graham, S. (2013). The antecedents and consequences of racial/ethnic discrimination during adolescence: Does the source of discrimination matter? Developmental Psychology, 49(8), 1602. doi.org/10.1037/a0030557CrossRefGoogle ScholarPubMed
Benner, A. D., Wang, Y., Shen, Y., Boyle, A. E., Polk, R., & Cheng, Y. P. (2018). Racial/ethnic discrimination and well-being during adolescence: A meta-analytic review. American Psychologist, 73(7), 855. dx.doi.org/10.1037/amp0000204CrossRefGoogle ScholarPubMed
Brown, E., & Howard, B. (2005). Becoming culturally responsive teachers through service learning. Multicultural Education, 12(4), 2–8. https://files.eric.ed.gov/fulltext/EJ727793.pdfGoogle Scholar
Byrd, C. M. (2019). A measure of school racial socialization and quality of intergroup interactions. Cultural Diversity and Ethnic Minority Psychology, 25(2), 137–147. doi.org/10.1037/cdp0000202CrossRefGoogle ScholarPubMed
Chajewski, M., Mattern, K. D., & Shaw, E. J. (2011). Examining the role of Advanced Placement® exam participation in 4‐year college enrollment. Educational Measurement: Issues and Practice, 30(4), 16–27. doi.org/10.1111/j.1745-3992.2011.00219.xCrossRefGoogle Scholar
Chin, M. J., Quinn, D. M., Dhaliwal, T. K., & Lovison, V. (2020). Bias in the air: A nationwide exploration of teachers’ implicit racial attitudes, aggregate bias, and student outcomes. Educational Researcher, 49(8), 566–578. doi.org/10.3102/0013189X20937240CrossRefGoogle Scholar
Comas-Díaz, L., Hall, G. N., & Neville, H. A. (2019). Racial trauma: Theory, research, and healing: Introduction to the special issue. American Psychologist, 74(1), 1–5. doi.org/10.1037/amp0000442CrossRefGoogle ScholarPubMed
Dalai Lama (Gyatso, T.D.L.T.) (2022). His Holiness the Dalai Lama: Education of the heart for a happy life. In R.S. Webster, T. Airaksinen, P. Batra, & M. Kozhevnikova (Eds.), Humanizing education in the 3rd millennium. SpringerBriefs in Education. Springer. doi.org/10.1007/978-981-19-1205-4_1Google Scholar
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405–432. doi.org/10.1111/j.1467-8624.2010.01564.xCrossRefGoogle ScholarPubMed
Eisenberg, M. E., Gower, A. L., Brown, C., Nam, Y. S., Rider, G., & Ramirez, M. (2021). “It was never really bullying, but …”: Reflections of adolescents and parents on experiences of microaggressions in school. International Journal of Bullying Prevention, 1–12. doi.org/10.1007/s42380-021-00103-9Google Scholar
Fine, M. (1993). [Ap]parent involvement: Reflections on parents, power, and urban public schools. Teachers College Record, 94(4), 682–710. www.tcrecord.org/books/Content.asp?ContentID=147CrossRefGoogle Scholar
Freire, P. (1998). Teachers as cultural workers: Letters to those who dare teach. Boulder: Westview.Google Scholar
Garmon, M. A. (2005). Six key factors for changing preservice teachers’ attitudes/beliefs about diversity. Educational Studies, 38, 275–286. doi.org/10.1207/s15326993es3803_7CrossRefGoogle Scholar
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.Google Scholar
Hage, S. M., Romano, J. L., Conyne, R. K., Kenny, M., Matthews, C., Schwartz, J. P., & Waldo, M. (2007). Best practice guidelines on prevention practice, research, training, and social advocacy for psychologists. The Counseling Psychologist, 35(4), 493–566. doi.org/10.1177/0011000006291411CrossRefGoogle Scholar
Heineke, A. J., & Vera, E. M. (2022). Beyond language and academics: Investigating teachers’ preparation to promote the social-emotional well-being of emergent bilingual learners. Journal of Education, 73(2), 145–158. doi.org/10.1177/00224871211027573Google Scholar
Hoffman, D. M. (2009). Reflecting on social emotional learning: A critical perspective on trends in the United States. Review of Educational Research, 79(2), 533–556. doi.org/10.3102/0034654308325184CrossRefGoogle Scholar
Hong, S. (2011). A cord of three strands: A new approach to parent engagement in schools. Harvard Education Press.Google Scholar
Ishimaru, A. M., Torres, K. E., Salvador, J. E., Lott, J., Williams, D. M. C., & Tran, C. (2016). Reinforcing deficit, journeying toward equity: Cultural brokering in family engagement initiatives. American Educational Research Journal, 53(4), 850–882. doi.org/10.3102/0002831216657178CrossRefGoogle Scholar
Israel, M., Vera, E., Heineke, A., Goldberger, N. (2017). An unlikely destination: Meeting the educational needs of immigrant, migrant and refugee children in the suburbs of Chicago, IL. International Journal of Educational Management, 31(5), 580–597. doi.org/10.1108/IJEM-09-2016-0190/full/htmlGoogle Scholar
Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162–184. doi.org/10.1080/00461520.2019.1623032CrossRefGoogle Scholar
Killoran, I., Panaroni, M., Rivers, S., Razack, Y., Vetter, D., & Tymon, D. (2004). Rethink, revise, react: Using an anti-bias curriculum to move beyond the usual. Childhood Education, 80(3), 149–156. doi.org/10.1080/00094056.2004.10522794CrossRefGoogle Scholar
Lewkowicz, A. B. (Ed.). (2006). Teaching emotional intelligence: Strategies and activities for helping students make effective choices. Corwin Press.Google Scholar
Liang, C. T., Rocchino, G. H., Gutekunst, M. H., Paulvin, C., Melo Li, K., & Elam-Snowden, T. (2020). Perspectives of respect, teacher–student relationships, and school climate among boys of color: A multifocus group study. Psychology of Men & Masculinities, 21(3), 345. doi.org/10.1037/men0000239CrossRefGoogle Scholar
Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., Schlinger, M., Schlund, J., Shriver, T. P., VanAusdal, K., & Yoder, N. (2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128–1142.CrossRefGoogle ScholarPubMed
Mahoney, S., & Schamber, J. (2004). Exploring the application of a developmental model of intercultural sensitivity to a general education curriculum diversity. The Journal of General Education, 53(3), 311–334. www.jstor.org/stable/27797998CrossRefGoogle Scholar
Menken, K., & Kleyn, T. (2010). The long-term impact of subtractive schooling in the educational experiences of secondary English language learners. International Journal of Bilingual Education and Bilingualism, 13(4), 399–417. doi.org/10.1080/13670050903370143CrossRefGoogle Scholar
Meyers, A. B., Meyers, J., Graybill, E. C., Proctor, S. L., & Huddleston, L. (2012). Ecological approaches to organizational consultation and systems change in educational settings, Journal of Educational and Psychological Consultation, 22(1–2), 106–124. doi.org/10.1080/10474412.2011.649649CrossRefGoogle Scholar
Milner, H. R. (2003). Teacher reflection and race in cultural contexts: History, meanings, and methods in teaching. Theory into Practice, 42(3), 173–180. doi.org/10.1207/s15430421tip4203_2CrossRefGoogle Scholar
Montoro, J. P., Kilday, J. E., Rivas-Drake, D., Ryan, A. M., & Umaña-Taylor, A. J. (2021). Coping with discrimination from peers and adults: Implications for adolescents’ school belonging. Journal of Youth and Adolescence, 50(1), 126–143. doi.org/10.1007/s10964-020-01360-5CrossRefGoogle ScholarPubMed
Oseguera, L. (2013). Importance of high school conditions for college access. Research Brief, 7(7), 1–18. https://pathways.gseis.ucla.edu/publications/publications/201307_HSConditionsRB.pdfGoogle Scholar
Oyen, K. A., Eklund, K., & von der Embse, N. (2019). The landscape of advocacy in public schools: The role of school psychologists. Psychological Services, 17(1), 81–85. doi.org/10.1037/ser0000373CrossRefGoogle ScholarPubMed
Polanin, M., & Vera, E., (2013). Bullying prevention and social justice. Theory into Practice, 52(4), 303–310. doi.org/10.1080/00405841.2013.829736CrossRefGoogle Scholar
Reese, L. R. E., & Vera, E. M. (2007). Culturally relevant prevention: The scientific and practical considerations of community-based programs. The Counseling Psychologist, 35(6), 763–778. doi.org/10.1177/0011000007304588CrossRefGoogle Scholar
Reeves, J. R., (2006). Secondary teacher attitudes toward including English-language learners in mainstream classrooms. The Journal of Educational Research, 99, 131–143. doi.org/10.3200/JOER.99.3.131-143CrossRefGoogle Scholar
Rowe, H. L., & Trickett, E. J. (2018). Student diversity representation and reporting in universal school-based social and emotional learning programs: Implications for generalizability. Educational Psychology Review, 30(2), 559–583. doi.org/10.1007/s10648-017-9425-3CrossRefGoogle Scholar
Saleem, F. T., Anderson, R. E., & Williams, M. (2020). Addressing the “myth” of racial trauma: Developmental and ecological considerations for youth of color. Clinical Child and Family Psychology Review, 23(1), 1–14. doi.org/10.1007/s10567-019-00304-1CrossRefGoogle ScholarPubMed
Shapiro, S., & MacDonald, M. T. (2017). From deficit to asset: Locating discursive resistance in a refugee-background student’s writing and oral narrative. Journal of Language, Identity, and Education, 16(2), 80–93. doi.org/10.1080/15348458.2016.1277725CrossRefGoogle Scholar
Shi, H. (2018). Self-efficacy beliefs and effective instructional strategies: US university English learners’ perspective. International Journal of Teaching and Learning in Higher Education, 30(3), 477–496. https://files.eric.ed.gov/fulltext/EJ1199328.pdfGoogle Scholar
Shim, J. M. (2019). Toward a more nuanced understanding of White teachers of English learners: Increasing capacity and capabilities. Journal of Language Teaching & Research, 10(1), 1–10. dx.doi.org/10.17507/jltr.1001.01CrossRefGoogle Scholar
Sleeter, C. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of Whiteness. Journal of Teacher Education, 52(2), 94–106. doi.org/10.1177/0022487101052002002CrossRefGoogle Scholar
Sobel, M., & Taylor, S. (2005). Diversity preparedness in teacher education. Kappa Delta Pi Record, 41, 83–86. doi.org/10.1080/00228958.2005.10532050CrossRefGoogle Scholar
Starck, J. G., Riddle, T., Sinclair, S., & Warikoo, N. (2020). Teachers are people too: Examining the racial bias of teachers compared to other American adults. Educational Researcher, 49(4), 273–284. doi.org/10.3102/0013189X20912758CrossRefGoogle Scholar
Substance Abuse and Mental Health Services Administration. (2020). Double jeopardy: COVID-19 and behavioral health disparities for Black and Latino communities in the U.S. www.samhsa.gov/sites/default/files/covid19-behavioral-healthdisparities-blacklatino-communities.pdfGoogle Scholar
Sue, D. W., Sue, D., Neville, H. A., & Smith, L. (2019). Counseling the culturally diverse: Theory and practice. John Wiley & Sons.Google Scholar
Thorpe, H. (2017). The newcomers: Finding refuge, friendship, and hope in an American classroom. Scribner.Google Scholar
Trickett, E. J., Beehler, S., Deutsch, C., Green, L., Hawe, P., McLeroy, K., Miller, R. L., Rapkin, B. D., Schensul, J. J., Schulz, A. J., & Trimble, J. E. (2011). Advancing the science of community-level interventions. American Journal of Public Health, 101(8), 1410–1419. https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2010.300113CrossRefGoogle ScholarPubMed
Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. State University of New York Press.Google Scholar
van den Bergh, L., Denessen, E., Hornstra, L., Voeten, M., & Holland, R. (2010). The implicit prejudiced attitudes of teachers: Relations to teacher expectations and the ethnic achievement gap. American Educational Research Journal, 47(2), 497–527. doi.org/10.3102/0002831209353594CrossRefGoogle Scholar
Vera, E. M., Heineke, A., Camacho, D., Israel, M. S., Goldberger, N., Clawson, A., Hill, M., & Carr, A. (2016). Predicting school leadership interests in parents of English learners: An exploratory study. TESOL Journal, 7(3), 645–666. doi.org/10.1002/tesj.236CrossRefGoogle Scholar
Vera, E. M., Heineke, A., Carr, A., Camacho, D., Israel, M., Goldberger, N., Clawson, A., & Hill, M. (2017). Latino parents of English Learners in Catholic schools: Home vs. school based educational involvement. Journal of Catholic Education, 20, 1–29.CrossRefGoogle Scholar
Vera, E. M., Heineke, A., Daskalova, P., Schultes, A. K., Pantoja-Patiño, J., Duncan, B., Yanuaria, C., Furtado, C. (2021). Emergent bilingual high school students’ social and emotional experiences. Psychology in the Schools, 58(10), 1932–1961. doi.org/10.1002/pits.22559CrossRefGoogle Scholar
Vera, E. M., Heineke, A., Israel, M., Goldberger, N., & Hill, M. (2022). Learning about English learners: Teachers’ and leaders’ perceptions of effective professional development. International Multilingual Research Journal, 16(2), 93–112. doi.org/10.1080/19313152.2021.1971474CrossRefGoogle Scholar
Vera, E. M., Hill, L., Daskalova, P., Chander, N., Galvin, S., Boots, T., & Polanin, M. (2019). Promoting upstanding behavior in youth: A proposed model. Journal of Early Adolescence, 39(7), 1020–1049. doi.org/10.1177/0272431618798514CrossRefGoogle Scholar
Vera, E. M., Hook, K., Daskalova, P., Hill, L., Galvin, S., Fritsche, S., Catellier, J., Haywood, S., Raziuddin, A., Anderson, B., Roche, M., Floro, M., Mutuyemariya, C., Thomas, K., Heerwagen, K., Camacho, D., Boots, T., & Gruber, E. O. (2018). Understanding the socioemotional worlds of English learners: A retrospective study. Journal of Educational and Psychological Consultation, 28(2), 137–163. doi.org/10.1080/10474412.2017.1305279CrossRefGoogle Scholar
Voight, A., Hanson, T., O’Malley, M., & Adekanye, L. (2015). The racial school climate gap: Within-school disparities in students’ experiences of safety, support, and connectedness. American Journal of Community Psychology, 56(3), 252–267. doi.org/10.1007/s10464-015-9751-xCrossRefGoogle ScholarPubMed
Warren, M. R. (2005). Communities and schools: A new view of urban education reform. Harvard Educational Review, 75(2), 133–173. doi.org/10.17763/haer.75.2.m718151032167438CrossRefGoogle Scholar
Warren, M. R., Hong, S., Rubin, C. L., & Sychitkokhong, P. U. (2009). Beyond the bake sale: A community-based relational approach to parent engagement in schools. Teachers College Record, 111(9), 2209–2254. doi.org/10.1177/016146810911100901CrossRefGoogle Scholar
Whitford, D. K., & Emerson, A. (2019). Empathy intervention to reduce implicit bias in pre-service teachers. Psychological Reports, 122(2), 670–688. doi.org/10.1177/0033294118767435CrossRefGoogle ScholarPubMed

References

Annamma, S. A., Connor, D. & Ferri, B. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16(1), 1–31. doi.org/10.1080/13613324.2012.730511CrossRefGoogle Scholar
Archibold, E. (2014). Restorative approach in schools: Systemic approaches to building positive school climates. Journal of Pedagogy, Pluralism, and Practice, 6(1). https://digitalcommons.lesley.edu/jppp/vol6/iss1/6Google Scholar
Bal, A., Betters-Bubon, J., & Fish, R. E. (2019). A multilevel analysis of statewide disproportionality in exclusionary discipline and the identification of emotional disturbance. Education and Urban Society, 51(2), 247–268. doi.org/10.1177/0013124517716260CrossRefGoogle Scholar
Bal, A., Sullivan, A., L., & Harper, J. (2014). A situated analysis of special education disproportionality for systemic transformation in an urban school district. Remedial and Special Education, 35 (1), 3–14. doi.org/10.1177/0741932513507754CrossRefGoogle Scholar
Bick, J., & Nelson, C. A. (2016). Early adverse experiences and the developing brain. Neuropsychopharmacology, 41(1), 177–196. doi.org/10.1038/npp.2015.252CrossRefGoogle ScholarPubMed
Brown, J. D., King, M. A., & Wissow, L. S. (2017). The central role of relationships with trauma-informed integrated care for children and youth. Academic Pediatrics, 17(7), S94–S101. doi.org/10.1016/j.acap.2017.01.013CrossRefGoogle ScholarPubMed
Center for Disease Control. (n.d.). Mental health among adolescents. [Fact sheet]. www.cdc.gov/nchhstp/newsroom/docs/factsheets/dash-mental-health.pdfGoogle Scholar
Center for Disease Control. (2022, March 31). New CDC data illuminate youth mental health threats during the COVID-19 pandemic. www.cdc.gov/media/releases/2022/p0331-youth-mental-health-covid-19.htmlGoogle Scholar
Center on PBIS. (2022). Positive behavioral interventions & supports. www.pbis.org.Google Scholar
Chafouleas, S. M., Koriakin, T. A., Roundfield, K. D., & Overstreet, S. (2019). Addressing childhood trauma in school settings: A framework for evidence-based practice. School Mental Health, 11(1), 40–53. doi.org/10.1007/s12310-018-9256-5CrossRefGoogle Scholar
Children’s Defense Fund. (2021). The state of America’s children 2021. www.childrensdefense.org/state-of-americas-children/Google Scholar
Cole, S. M., Murphy, H. R., Frisby, M. B., Grossi, T. A., & Bolte, H. R. (2021). The relationship of special education placement and student academic outcomes. The Journal of Special Education, 54(4), 217–227. doi.org/10.1177/0022466920925033CrossRefGoogle Scholar
Craig, S. E. (2008). Reaching and teaching children who hurt: Strategies for your classroom. Brookes Publishing.Google Scholar
Crosby, S. D. (2015). An ecological perspective on emerging trauma-informed teaching practices. Children & Schools, 37(4), 223–230.CrossRefGoogle Scholar
Cruz, R. A., & Rodl, J. E. (2018). An integrative synthesis of literature on disproportionality in special education. The Journal of Special Education, 52(1), 50–63. doi.org/10.1177/0022466918758707CrossRefGoogle Scholar
De Bellis, M. D., & Zisk, A. (2014). The biological effects of childhood trauma. Child and Adolescent Psychiatric Clinics, 23(2), 185–222. doi.org/10.1016/j.chc.2014.01.002CrossRefGoogle ScholarPubMed
Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), 245–258. doi.org/10.1016/S0749-3797(98)00017-8CrossRefGoogle ScholarPubMed
Fondren, K., Lawson, M., Speidel, R., McDonnell, C. G., & Valentino, K. (2020). Buffering the effects of childhood trauma within the school setting: A systematic review of trauma-informed and trauma-responsive interventions among trauma-affected youth. Children and Youth Services Review, 109, 104691. doi.org/10.1016/j.childyouth.2019.104691CrossRefGoogle Scholar
Ghanizadeh, A., & Jahedizadeh, S. (2015). Teacher burnout: A review of sources and ramifications. British Journal of Education, Society & Behavioural Science, 6(1), 24–39. doi.org/10.9734/BJESBS/2015/15162CrossRefGoogle Scholar
Hanno, E. C., Cuartas, J., Miratrix, L. W., Jones, S. M., & Lesaux, N. K. (2022) Changes in children’s behavioral health and family well-being during the COVID-19 pandemic. Journal of Developmental & Behavioral Pediatrics, 43(3), 168–175. doi.org/10.1097/DBP.0000000000001010CrossRefGoogle ScholarPubMed
Hughes, M., & Tucker, W. (2018). Poverty as an adverse childhood experience. North Carolina Medical Journal, 79(2), 124–126. doi.org/10.18043/ncm.79.2.124CrossRefGoogle ScholarPubMed
Kinniburgh, K. J, Blaustein, M., Spinazzola, J., & Van der Kolk, B. A. (2005). Attachment, self-regulation, and competency. Psychiatric Annals, 35 (5), 424–430.CrossRefGoogle Scholar
Kuypers, L. (2011). The zones of regulation. Think Social Publishing.Google Scholar
Liang, C. T. H., & Rivera, L. (2017). Psychological approaches to working with vulnerable children. In. Beachum, F. & Obeakor, F. (Eds.), Improving educational outcomes of vulnerable children: Starting from the bottom (pp. 117–144). Oakleaf Books.Google Scholar
Liang, C. T. H., Gutekunst, M. H. C., Kohler, B.A., Rosenberger, T., Mui, V. W., Williams, K., & Safi, J. M. (2023a). The Formation and Functions of School-Based Trauma Leadership Teams: A preliminary qualitative study. Psychology in the Schools.CrossRefGoogle Scholar
Liang, C. T. H, Gutekunst, M. H. C., Liu, L., Rosenberger, T., & Kohler, B. A. (2023b). Formative evaluation of peace spaces in a middle school: Teacher perceptions and student usage. Psychology in the Schools. doi.org/10.1002/pits.23045CrossRefGoogle Scholar
Liang, C. T. H., Liu, L., Rocchino, G., H., Kohler, B., & Rosenberger, T. (2021). Trauma-informed care training for educators: Some preliminary evidence. Journal of Prevention and Health Promotion, 1(2), 240–263. doi.org/10.1177/2632077020972038CrossRefGoogle Scholar
Losen, D. J., & Martinez, P. (2020). Lost opportunities: How disparate school discipline continues to drive differences in the opportunity to learn. Center for Civil Rights Remedies at the Civil Rights Project, UCLA. www.civilrightsproject.ucla.edu/research/k-12-education/school-discipline/lost-opportunities-how-disparate-school-discipline-continues-to-drive-differences-in-the-opportunity-to-learn/Lost-Opportunities-REPORT-v17.pdfGoogle Scholar
Madigan, D. J. & Kim, L. (2020). Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. International Journal of Educational Research, 105, 101174. doi.org/10.1016/j.ijer.2020.101714Google Scholar
Mallett, C. A. (2014). Youthful offending and delinquency: The comorbid impact of maltreatment, mental health problems, and learning disabilities. Child and Adolescent Social Work Journal, 31, 369–392. doi.org/10.1007/s10560-013-0323-3CrossRefGoogle Scholar
Marchbanks III, M. P., Blake, J. J., Booth, E. A., Carmichael, D., Seibert, A. L., & Fabelo, T. (2015). The economic effects of exclusionary discipline on grade retention and high school dropout. In Losen, D. J. (Ed.), Closing the school discipline gap: Equitable remedies for excessive exclusion (pp. 59–74). Teachers College Press.Google Scholar
Mendelson, T., Tandon, S. D., O’Brennan, L., Leaf, P. J., & Ialongo, N. S. (2015). Brief report: Moving prevention into schools. The impact of a trauma-informed school-based intervention. Journal of Adolescence, 43, 142–147. doi.org/10.1016/j.adolescence.2015.05.017CrossRefGoogle ScholarPubMed
Miller, R. T., Murnane, R. J., & Willett, J. B. (2008). Do teacher absences impact student achievement? Longitudinal evidence from one urban school district. Educational Evaluation and Policy Analysis, 30(2), 181–200. doi.org/10.3102/0162373708318019CrossRefGoogle Scholar
Miu, A. C., Szentágotai-Tӑtar, A., Balazsi, R., Nechita, D., Bunea, I., & Pollak, S. D. (2022). Emotion regulation as mediator between childhood adversity and psychopathology: A meta-analysis. Clinical Psychology Review, 93, 1–11. doi.org/10.1016/j.cpr.2022.102141CrossRefGoogle ScholarPubMed
Nadeem, E., & Ringle, V. A. (2016). De-adoption of an evidence-based trauma intervention in schools: A retrospective report from an urban school district. School Mental Health, 8(1), 132–143. doi.org/10.1007/s12310-016-9179-yCrossRefGoogle Scholar
National Association of School Psychologists (2016). Creating trauma-sensitive schools: Brief tips & policy recommendations. Retrieved from www.nasponline.org/x53285.xmlGoogle Scholar
National Child Traumatic Stress Network. (n.d.). Trauma-informed schools for children in K-12: A system framework. www.nctsn.org/sites/default/files/resources/fact-sheet/trauma_informed_schools_for_children_in_k-12_a_systems_framework.pdfGoogle Scholar
Newman, L., Wagner, L., Knokey, A. M., Marder, C., Nagle, K., Shaver, D., & Schwarting, M. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school: A report from the National Longitudinal Transition Study-2 (NLTS2). (NCSER 2011-3005). Menlo Park, CA: SRI International. Retrieved from www.nlts2.org/reports/Google Scholar
Noltemeyer, A. L., Ward, R. M., & McLoughlin, C. (2015). Relationships between school suspension and student outcomes: A meta-analysis. School Psychology Review, 44(2), 224–240. doi.10.17105/spr-14-0008.1CrossRefGoogle Scholar
Oswald, D. P., Coutinho, M. J., Best, A. M., & Singh, N. N. (1999). Ethnic representation in special education: The influence of school-related economic and demographic variables. The Journal of Special Education, 32(4), 194–206.CrossRefGoogle Scholar
Owens, A. (2018). Income segregation between school districts and inequality in students’ achievement. Sociology of Education, 91(1), 1–27. doi.org/10.1177/0038040717741180CrossRefGoogle Scholar
Pechtel, P., & Pizzagalli, D. A. (2011). Effects of early life stress on cognitive and affective function: An integrated review of human literature. Psychopharmacology, 214, 55–70.CrossRefGoogle ScholarPubMed
Perfect, M. M., Turley, M. R., Carlson, J. S., Yohanna, J., & Saint Gilles, M. P. (2016). School-related outcomes of traumatic event exposure and traumatic stress symptoms in students: A systematic review of research from 1990 to 2015. School Mental Health, 8(1), 7–43. doi.org/10.1007/s12310-016-9175-2CrossRefGoogle Scholar
Pierce, H., Jones, M. S., & Gibbs, B. G. (2022). Early adverse childhood experiences and exclusionary discipline in high school. Social Science Research, 101, 102621. doi.org/10.1016/j.ssresearch.2021.102621CrossRefGoogle ScholarPubMed
Porche, M. V., Costello, D. M., & Rosen-Reynoso, M. (2016). Adverse family experiences, child mental health, and educational outcomes for a national sample of students. School Mental Health, 8(1), 44–60. doi.org/10.1007/s12310-016-9174-3CrossRefGoogle Scholar
Pressley, T. (2021a). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 50(5), 325–327. doi.org/10.3102/0013189X211004138CrossRefGoogle Scholar
Reinbergs, E. J., & Fefer, S. A. (2018). Addressing trauma in schools: Multi-tiered service delivery options for practitioners. Psychology in the Schools, 55(3), 250–263. doi.org/10.1002/pits.22105CrossRefGoogle Scholar
Skiba, R. J., Horner, R. H., Chung, C. G., Rausch, M. K., May, S. L., & Tobin, T. (2011). Race is not neutral: A national investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 40(1), 85–107. doi.org/10.1080/02796015.2011.12087730CrossRefGoogle Scholar
Souers, K. V. M., & Hall, P. (2018). Relationship, responsibility, and regulation: Trauma-invested practices for fostering resilient learners. ASCD.Google Scholar
Sporleder, J., & Forbes, H. T. (2016). The trauma-informed school. Boulder, CO: Beyond.Google Scholar
Sugai, G., & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered systems of approaches. Exceptionality, 17(4), 223–237.CrossRefGoogle Scholar
Walkley, M., & Cox, T. L. (2013). Building trauma-informed schools and communities. Children & Schools, 35(2), 123–126.CrossRefGoogle Scholar
Webster, E. M. (2022). The impact of adverse childhood experiences on health and development in young children. Global Pediatric Health, 9, 1–11. doi.org/10.1177/2333794X221078708CrossRefGoogle ScholarPubMed
Weist, M. D., & Evans, S. W. (2005). Expanded school mental health: Challenges and opportunities in an emerging field. Journal of Youth and Adolescence, 34, 3–6.CrossRefGoogle Scholar
Wenz-Gross, M., Yoo, Y., Upshur, C. C., & Gambino, A. J. (2018). Pathways to kindergarten readiness: The roles of Second Step Early Learning curriculum and social-emotional, executive functioning, preschool academic and task behavior skills. Frontiers in Psychology, 9, 1886. doi.org/10.3389/fpsyg.2018.01886CrossRefGoogle ScholarPubMed
Wolpow, R., Johnson, M. M., Hertel, R., & Kincaid, S. O. (2016). The heart of learning and teaching: Compassion, resiliency, and academic success. Office of Superintendent of Public Instruction.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×