Sandra L Martin1, Olivia Silber Ashley2, LeBretia White3, Sarah Axelson3, Marc Clark3, Barri Burrus4. 1. Department of Maternal and Child Health, Gillings School of Global Public Health, CB 7445 University of North Carolina, Chapel Hill, NC 27599-7445. 2. Military and Family Risk Behavior Research Program, RTI International, PO Box 12194, Research Triangle Park, NC 27709-2194. 3. Family and Youth Services Bureau, Administration on Children and Families, US Department of Health and Human Services, Switzer Building, 330 C Street SW, Room #3614, Washington, DC 20201. 4. Center for the Health of At-Risk Populations, RTI International, PO Box 12194, Research Triangle Park, NC, 27709.
Abstract
BACKGROUND: This article provides an overview of the rationale and process for incorporating trauma-informed approaches into US school-based programs, using school-based adolescent pregnancy prevention programs as an example. METHODS: Research literature is reviewed on the prevalence and outcomes of childhood trauma, including the links between trauma and pregnancy. Information is then presented concerning the implementation of trauma-informed approaches in school settings, describing activities undertaken, barriers encountered, and outcomes achieved. Next, we describe the implications of this literature for school-based adolescent pregnancy prevention programs, outlining the reasons for including trauma-informed approaches in these programs, the prerequisites for doing so, and some examples of successful implementation. RESULTS: Many children in our country experience trauma, placing them at increased risk of multiple health concerns including adolescent pregnancy. In response to this situation, some schools have successfully incorporated trauma-informed approaches into adolescent pregnancy prevention programs, as well as other programming. CONCLUSIONS: Incorporating trauma-informed approaches into school settings, including school-based adolescent pregnancy prevention programs, is a viable and important way to address the multiple needs of traumatized children.
BACKGROUND: This article provides an overview of the rationale and process for incorporating trauma-informed approaches into US school-based programs, using school-based adolescent pregnancy prevention programs as an example. METHODS: Research literature is reviewed on the prevalence and outcomes of childhood trauma, including the links between trauma and pregnancy. Information is then presented concerning the implementation of trauma-informed approaches in school settings, describing activities undertaken, barriers encountered, and outcomes achieved. Next, we describe the implications of this literature for school-based adolescent pregnancy prevention programs, outlining the reasons for including trauma-informed approaches in these programs, the prerequisites for doing so, and some examples of successful implementation. RESULTS: Many children in our country experience trauma, placing them at increased risk of multiple health concerns including adolescent pregnancy. In response to this situation, some schools have successfully incorporated trauma-informed approaches into adolescent pregnancy prevention programs, as well as other programming. CONCLUSIONS: Incorporating trauma-informed approaches into school settings, including school-based adolescent pregnancy prevention programs, is a viable and important way to address the multiple needs of traumatized children.