Herrenkohl, T. I., Hong, S., & Verbrugge, B. (2019). Trauma-informed programs based in schools: linking concepts to practices and assessing the evidence. American Journal of Community Psychology, 64(3–4), 373–388. https://doi.org/10.1002/ajcp.12362 All the theory in the world cannot produce a prediction for all the reactions humans may have when implementing that theory. Being able to practically develop conceptual ideas to create system-wide structures is highly important for educational leaders.
Raja, S., Rabinowitz, E. P., & Gray, M. J. (2021). Universal screening and trauma-informed care: current concerns and future directions. Families, Systems, & Health. https://doi.org/10.1037/fsh0000585 What should we do once we screen students for trauma? Screening students is an effective way to understand the types of trauma existing in student populations; however, how those traumas are addressed is the idea that will combat and mitigate the trauma.
Folk, J. B., Kemp, K., Yurasek, A., Barr-Walker, J., & Tolou-Shams, M. (2021). Adverse childhood experiences among justice-involved youth: Data-driven recommendations for action using the sequential intercept model. American Psychologist, 76(2), 268–283. https://doi.org/10.1037/amp0000769.supp Trauma is often present in the lives of juvenile offenders. This trauma can be an antecedent to the behaviors that lead students to enter the juvenile system. Having trauma-informed care systems in schools can help to stop the progression of students into the justice system; however, the juvenile justice system must also reform to help students avoid becoming a part of the cycle of recidivism.
Federal Department of Education, Commission on Education Improvement. (2000). School improvement planning: a handbook for principals, teachers, and school councils. Canada Department of Education. This strategic guide will help you to understand all components of a school improvement plan and the process by which they are achieved.