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Creating cultures of trauma-informed care (CCTIC): A self-assessment and planning protocol. Journal of Police & Criminal Psychology.įallot, R., & Harris, M.

#Shulz grimes dis argus professional#

Development of online professional development for School Resource Officers: Understanding trauma, social-emotional learning, restorative discipline, and cultural diversity. The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Journal of Pediatric Psychology, 34(9), 917–928.ĭurlak, J.

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How to select, calculate, and interpret effect sizes. Advances in Experimental Social Psychology, 44, 247–296.ĭurlak, J. The Dunning–Kruger effect: On being ignorant of one’s own ignorance. Adverse childhood experiences and personal alcohol abuse as an adult. Shalabh (Ed.), Recent advances in linear models and related areas (pp. Healthy environments and response to trauma in schools (HEARTS): A whole-school, multi-level, prevention and intervention program for creating trauma-informed, safe and supportive schools.

Police Practice and Research, 13(1), 15–30.ĭorado, J. The role of police in public schools: A comparison of principal and police reports of activities in schools. Statistical power analysis for the behavioral sciences. Journal of Affective Disorders, 82(2), 217–225.Ĭivil Rights Data Collection. Adverse childhood experiences and the risk of depressive disorders in adulthood. Atlanta, GA: US Department of Health and Human Services, Centers for Disease Control and Prevention.Ĭhapman, D. Ĭenters for Disease Control and Prevention, & Kaiser Permanente. Hoover, AL: National Association of School Resource Officers.ĬASEL. To protect and educate: The school resource officer and the prevention of violence in schools. Journal of Statistical Software, 10(2), 1–68.Ĭanady, M., James, B., & Nease, J. mice: Multivariate imputation by chained equations in R. Emotional coregulation in close relationships. The trauma lens of police violence against racial and ethnic minorities. Association between adverse childhood experiences and diagnosis of cancer. Development and initial reliability and validity of four self-report measures used in research on interactions between police officers and individuals with mental illnesses. Journal of Contemporary Criminal Justice, 26(3), 294–315.īroussard, B., Krishan, S., Hankerson-Dyson, D., Husbands, L., Stewart-Hutto, T., & Compton, M. Circumventing the law: Students’ rights in schools with police. School connectedness-Strengthening health and education outcomes for teenagers. Effects of an elementary school intervention on students’ “connectedness” to school and social adjustment during middle school. New York: Freeman.īattistich, V., Schaps, E., & Wilson, N. Social foundations of thought and action: A social cognitive theory. Administration and Policy in Mental Health and Mental Health Services Research, 35(3), 159–167.īandura, A. Preliminary evidence of effects of crisis intervention team training on self-efficacy and social distance. More studies are needed to assess how training for SSPs directly impacts school climate and school safety.īahora, M., Hanafi, S., Chien, V. A linear regression model indicated that Cohort 1 (immediate intervention) scored significantly higher on TIC knowledge ( b = .36, p < .01) and competencies ( b = .31, p < .01) than Cohort 2 (delayed intervention–control group). Participants self-selected into two trainings: Cohort 1 (immediate intervention, May 2019) or Cohort 2 (delayed intervention–control group, August 2019). This study used a posttest-only design of 96 SSPs from a county in the southeastern United States. The current project evaluated an online professional development program for SSPs that provides education on two topics related to best practices in working with youth in K-12 school settings: trauma-informed care (TIC) and social–emotional learning. School resource officers and other school security professionals (SSPs) (e.g., security specialists, guardians, campus monitors) have become increasingly common in schools however, most states do not require that these professionals receive training related to understanding trauma and how it may affect students’ behavior and how to promote social–emotional learning competencies among students.