Posts tagged Trauma
Recommendations to the City of Newark, Mayor Ras Baraka
Recommendations to the City of Newark, Mayor Ras Baraka

The Rutgers University-Newark Project on Equitable Growth was formed as a team of university researchers led by CLiME to provide research and recommendations about spreading the benefits of potential economic growth to all wards and neighborhoods in the City of Newark. Although housing and housing-related issues dominated our work, we viewed the task more broadly and asked: How does a working-class city in the midst of economic interest from a fast- growing metropolitan region harness …

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ReportSherry HeinitzGentrification, Trauma, Poverty
Conference Brief - Psychological Trauma and Schools: How Systems Respond to the Traumas of Young Lives
Conference Brief - Psychological Trauma and Schools: How Systems Respond to the Traumas of Young Lives

On May 5, 2017, the Rutgers Center on Law, Inequality and Metropolitan Equity (CLiME) hosted an interdisciplinary all-day conference on the institutional responsibility of schools in responding to childhood psychological trauma, particularly in low-SES communities where early life trauma exposure is disturbingly ubiquitous. The conference brought together a group of panelists and audience members from diverse fields related to childhood trauma.

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ReportSherry HeinitzInequality, Poverty, Race, Trauma
Trapped in Tragedies: Childhood Trauma, Spatial Inequality and Law
Trapped in Tragedies: Childhood Trauma, Spatial Inequality and Law

Each year, psychological trauma arising from community and domestic violence, abuse and neglect brings profound psychological, physiological and academic harm to millions of American children, disproportionately poor children of color. This Article represents the first comprehensive legal analysis of the causes of and remedies for a crisis that can have lifelong and epigenetic consequences. Using civil rights and local government law, it argues that children’s reactions to complex trauma represent the natural symptomatology of severe structural inequality—legally …

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PaperSherry HeinitzGentrification, Inequality, Poverty, Race, Trauma
Legal Memorandum on Trauma, Schools and Poverty: Inquiry into Emotional Disturbance Classification for Children

What is the practical reality of “emotional disturbance” classifications under the IDEA? The vagueness and ambiguous nature of the “emotional disturbance” classification under the IDEA fails to accurately identify children affected by trauma as well as provide beneficial and effective services for those who do qualify. Emotional Disturbance (“E.D.”) is defined as a “condition exhibiting [at least one of five] characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance.” A child needs to exhibit one …

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MemorandumSherry HeinitzTrauma
Assessment of Trauma in School-Aged Children with Significant Emotional and Behavioral Challenges: A Pilot Study
Assessment of Trauma in School-Aged Children with Significant Emotional and Behavioral Challenges: A Pilot Study

The purpose of this study was to assess the prevalence of exposure to childhood trauma and related disorder in a sample of children with significant emotional and behavioral problems, enrolled in a partial-hospitalization program serving the Greater Newark, New Jersey area.This exploratory study took place at a community-based, urban mental health clinic between Dec 2015 and August 2016.  Study participants included children aged 8 to 16 years. To assess exposure to traumatic events, children and parents/legal guardians completed the Traumatic Events Screening …

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ReportSherry HeinitzTrauma
Preliminary Research On Evidence Of Psychological Trauma In The International Realm

The most common consequence of trauma, such as war and natural disasters, on children is the development of post-traumatic stress disorder (“PTSD”). There are two types of trauma that a child experiences that can result in PTSD. Type I of trauma “refers to a one time, horrific, and clear cut life-endangering experience.” When “chronic stress and adversities . . . are a part of [a child’s] daily life,” it is considered Type II trauma. Based on the following research, it appears Type I can develop into Type II.

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MemorandumSherry HeinitzTrauma
A Critical Review of the Psychological Literature
A Critical Review of the Psychological Literature

This report provides a critical and comprehensive review of the empirical literature on the sequelae of childhood exposure to potentially traumatic events (PTEs), with special emphasis on low socioeconomic status (SES) populations at disparate risk for exposure to PTEs across the lifespan. First, I will outline the categories and characteristics of childhood PTEs. Second, I will synthesize research on the proximal and distal consequences of childhood PTE exposure. Third, I will identify significant mediators (i.e., how or why PTE-related outcomes occur) …

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ReportSherry HeinitzPoverty, Trauma
Trauma-Sensitive Schools

Cheryl Sharp, MSW, MWT, Karen Johnson, MSW, LCSW, and Pamela Black from the National Council on Behavioral Health present an excellent overview of on Trauma-Sensitive Schools, including the following seven domains:

Domain 1 Student Assessment

Domain 2 Student and Family Involvement

Domain 3 Trauma Sensitive Educated and Responsive District and School Staff

Domain 4 Trauma-Informed, Evidence Based and Emerging Best Practices

Domain 5 Safe and Secure Environments

Domain 6 Community Outreach and Partnership Building

Domain 7 Ongoing Performance Improvement

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ReportRutgers CLiMEPoverty, Trauma
How Kids Learn Resilience

In 2013, for the first time, a majority of public-school students in this country—51 percent, to be precise—fell below the federal government’s low-income cutoff, meaning they were eligible for a free or subsidized school lunch. It was a powerful symbolic moment—an inescapable reminder that the challenge of teaching low-income children has become the central issue in American education.

The truth, as many American teachers know firsthand, is that low-income children can be harder to educate than children from more-comfortable backgrounds. Educators often struggle to motivate them, to calm them down, to connect with them. This doesn’t mean they’re impossible to teach, of course; plenty of kids who grow up in poverty are thriving in the classroom. But two decades of national attention have done little or nothing to close the achievement gap between poor students and their better-off peers.

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ArticleRutgers CLiMETrauma
Understanding Institutional Obligations To Children Experiencing Trauma II: New Jersey State Law On School-Based Responsibilities

This memo is the second in a series of documents prepared as part of the Center on Law, Inequality & Metropolitan Equity's (CLiME) Trauma, Schools, and Poverty project. The classroom, as the centerpiece of a child’s daily life, is one place where theneeds of childhood trauma victims can be both collectively and individually addressed. CLiME does not assume that existing special education or antidiscrimination law in schools is the optimal means for protecting or supporting victims of childhood trauma; however, we commence this research by investigating whether schools …

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MemorandumSherry HeinitzTrauma
Understanding Institutional Obligations to Children Experiencing Trauma I: Three Federal Laws on School-Based Responsibilities

This memo is the first in a series of documents prepared as part of the Center on Law, Inequality & Metropolitan Equity's (CLiME) Trauma, Schools, and Poverty project. At this stage in the research, CLiME does not propose that existing special education and antidiscrimination law are the optimal means for providing legal protection to victims of childhood trauma. Rather, we asked whether there currently exists a public duty to provide supportive services to traumatized children. This point of entry led our research to the school system, which holds a central presence in the …

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ReportSherry HeinitzTrauma
Are Children With PTSD Being Neglected By Their Schools?

What kind of special education accommodations are required by law to be provided for students suffering from Traumas? At a minimum, school districts have to identify emotionally disturbed children and create an individualized education plan to accommodate their needs. Some of those services include social work and psychological services. Unfortunately school districts do not follow the rules laid out in the IDEA and end up expelling students, under classifying students, and ultimately not accommodating those students. Those failures cause emotionally disturbed …

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ReportSherry HeinitzRace, Trauma
Childhood Trauma and Its Effects: Implications for Police

NTRODUCTION: Repeated exposure to traumatic events during childhood can have dramatic and long-lasting effects. During the past 20 years, there has been an enormous increase in our understanding of how being repeatedly traumatized by violence affects the growth and development of preadolescent children, especially when such traumatized children lack a nurturing and protective parental figure that might mitigate the impact of the trauma. In this paper, I summarize the current understanding of the effects of ongoing trauma on young children, how these effects impair adolescent and young adult functioning, and the possible implications of this for policing.

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ReportRutgers CLiMETrauma
Holding Schools Responsible for Addressing Childhood Trauma

It’s no secret that U.S. schools have a lot to work on when it comes to offering mental and emotional support for students. Whether due to budgetary constraints or ideological ones, it can be difficult establish an educational standard for how to treat psychological issues that occur outside of the classroom. Yet the supply of professionals equipped to alleviate those problems is diminishing: By 2020, the National Association of School Psychologists estimates there will be a shortage of nearly 15,000 school psychologists nationwide—a statistic that could spell a grim reality for the future of mental-health services in schools.

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ArticleRutgers CLiMETrauma, Inequality
Inequality and Space: Mapping the Geography of Human Services

Over the course of sixty years, the United States has moved human services from public to private provision. The poor, who used to go to county health departments for their medical care, now go to nonprofit health clinics or even for-profit hospital emergency rooms. Mental healthcare famously moved from state hospitals to nonprofit outpatient services. Vocational training is now offered by nonprofit contractors. Even legal services in many jurisdictions are handled by nonprofit legal clinics or private attorneys funded by counties as piecemeal public defenders. As Steven Rathgeb Smith and Michael Lipsky have articulated, the public-private “contract regime” is here to stay.1

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ReportRutgers CLiMEInequality, Trauma, Poverty
Helping Traumatized Children Learn

SUMMARY: The goal of Helping Traumatized Children Learn is to ensure that children traumatized by exposure to family violence succeed in school. Research now shows that trauma can undermine children’s ability to learn, form relationships, and function appropriately in the classroom. Schools, which are significant communities for children, and teachers—the primary role models in these communities—must be given the supports they need to address trauma’s impact on learning. Otherwise, many children will be unable to achieve their academic potential, and the very laudable goals of education reform will not be realized. Trauma-sensitive school environments benefit all children— those whose trauma history is known, those whose trauma will never be clearly identified, and those who may be impacted by their traumatized classmates. Together, we can ensure that all children will be able to achieve at their highest levels despite whatever traumatic circumstances they may have endured.

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ReportRutgers CLiMETrauma, Inequality
Poverty Impedes Cognitive Function

ABSTRACT: The poor often behave in less capable ways, which can further perpetuate poverty. We hypothesize that poverty directly impedes cognitive function and present two studies that test this hypothesis. First, we experimentally induced thoughts about finances and found that this reduces cognitive performance among poor but not in well-off participants. Second, we examined the cognitive function of farmers over the planting cycle. We found that the same farmer shows diminished cognitive performance before harvest, when poor, as compared with after harvest, when rich. This cannot be explained by differences in time available, nutrition, or work effort. Nor can it be explained with stress: Although farmers do show more stress before harvest, that does not account for diminished cognitive performance. Instead, it appears that poverty itself reduces cognitive capacity. We suggest that this is because poverty-related concerns consume mental resources, leaving less for other tasks. These data provide a previously unexamined perspective and help explain a spectrum of behaviors among the poor. We discuss some implications for poverty policy.

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PaperRutgers CLiMETrauma, Poverty
The Neighborhood Context Of Wellbeing

ABSTRACT: Health-related problems are strongly associated with the social characteristics of communities and neighborhoods.We need to treat community contexts as important units of analysis in their own right, which in turn calls for new measurement strategies as well as theoretical frameworks that do not simply treat the neighborhood as a “trait” of the individual.

Recent findings from the Project on Human Development in Chicago Neighborhoods support this thesis.Two major themes merit special attention: (1) the importance of collective efficacy for understanding health disparities in the modern city; and (2) the salience of spatial dynamics that go beyond the confines of local neighborhoods. Further efforts to explain the causes of variation in collective processes associated with healthy communities may provide innovative opportunities for preventive intervention.

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PaperRutgers CLiMETrauma, Housing, Inequality