Analyze an Article About the Impact of Trauma in Education|Quick homework help

Review the journal articles attached.  Reflect on the impact of trauma in educational settings and identify at least one way in which educators can work to prevent or address this. Consider one way in which support personnel, such as a school counselor, school nurse, or administrator,  might assist in preventing or addressing trauma

2 pages and use the attached journal articles and another one to support your reflection.

Exposure to Violence and Nonviolent Life Stressors and Their Relations to Trauma-Related Distress and Problem Behaviors Among Urban

Early Adolescents

Erin L. Thompson, Jasmine N. Coleman, Kelly E. O’Connor, Albert D. Farrell, and Terri N. Sullivan Virginia Commonwealth University

Objective: The impact of exposure to violence must be considered within the context of a larger constellation of nonviolent life stressors faced by youth in underresourced communities. This study examined nonviolent life stressors, two types of violence exposure, and their associations with trauma- related distress and problem behaviors. Method: Participants were a predominantly African American (80%) sample of early adolescents (Mage � 12.9 years) living in communities with high rates of crime. Structural equation models examined the extent to which nonviolent life stressors and violence exposure (witnessing violence and physical victimization) were associated with adolescents’ frequencies of trauma-related distress (reexperiencing traumatic events, avoidance, and hyperarousal) and problem behaviors (physical aggression, delinquent behavior, and substance use). Results: Nonviolent life stressors, witnessing violence, and physical victimization were each significantly associated with all three symptoms of trauma-related distress and with each of the three problem behaviors. In each case, stronger relations with trauma-related distress and problem behaviors were found for nonviolent life stressors than for physical victimization. After controlling for nonviolent life stressors, both types of violence exposure remained significantly associated with problem behaviors but differed in their patterns of association with trauma-related distress. No gender differences were found among these relations. Conclusion: These findings highlight the need to control for nonviolent life stressors when examining the impact of violence exposure on adjustment. Furthermore, mental health providers may be missing important information related to adolescents’ symptomatology if they fail to inquire about trauma-related distress when adolescents deny exposure to violent and life-threatening events.

Keywords: violence, nonviolent life stressors, trauma-related distress, problem behavior, adolescence

Exposure to violence is a significant public health concern that disproportionally affects adolescents living in urban, low-income communities (Ozer & Weinstein, 2004; Stein, Jaycox, Kataoka, Rhodes, & Vestal, 2003). It includes physical victimization, de- fined as experiencing acts of force, such as being slapped, punched, hit, or shot, and witnessing violence, which involves seeing the physical victimization of someone else. A nationally

representative survey of youth living in the United States indicated that 27% of adolescents aged 10 to 13 and almost half (42%) of adolescents aged 14 to 17 had witnessed community violence in the past year (Finkelhor, Ormrod, & Turner, 2009). These rates are concerning, given the association between violence exposure and various forms of maladjustment, such as trauma-related distress, aggression, delinquency, and substance use (Fowler, Tompsett, Braciszewski, Jacques-Tiura, & Baltes, 2009; Pinchevsky, Fagan, & Wright, 2014). Adolescents in low-income, urban communities are at an increased risk not only for exposure to violence but also for a host of nonviolent stressful experiences that have been linked to maladjustment (Natsuaki et al., 2007; Ozer & Weinstein, 2004). However, few studies have examined the unique impact of expo- sure to violence on adverse outcomes after accounting for nonvi- olent life stressors (for exceptions, see Allison et al., 1999; Brooks- Gunn, Johnson, & Leventhal, 2010; Evans, 2004; Farrell et al., 2007). The purpose of this study was to examine violence exposure and nonviolent life stressors and their associations with adoles- cents’ trauma-related distress and problem behaviors.

Nonviolent Life Stressors

Ecological theory asserts that healthy development occurs most frequently when children’s environments are both consistent and predictable (Bronfenbrenner & Evans, 2000). In contrast, chaotic

This article was published Online First November 7, 2019. X Erin L. Thompson, Jasmine N. Coleman, Kelly E. O’Connor, Albert

D. Farrell, and Terri N. Sullivan, Department of Psychology, Virginia Commonwealth University.

This study was funded by the National Institute of Child Health and Human Development Grant 1R01HD089994, the National Center for In- jury Prevention and Control, Centers for Disease Control and Prevention, CDC Cooperative Agreement 5U01CE001956, and the National Institute of Justice, Grant 2014-CK-BX-0009. The findings and conclusions in this report are those of the authors, and do not necessarily represent the official position of the National Institute of Child Health and Human Development, the Centers for Disease Control and Prevention, or the National Institute of Justice.