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Trauma and Triggers: Students’ Perspectives on Enhancing the Classroom Experiences at an Alternative Residential Treatment-Based School
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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Challenges associated with exposure to chronic trauma:Using a public health framework to foster resilient outcomes among youth
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Outcomes of children with emotional disturbance in residential treatment for educational purposes
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Are Transition Houses Equipped to Meet the Needs of Women in Midlife and Older?
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Traumatized Youth in Residential Treatment Settings: Prevalence, Clinical Presentation, Treatment, and Policy Implications
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Student perspectives on how trauma experiences manifest in the classroom: Engaging court-involved youth in the development of a trauma-informed teaching curriculum
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Trauma experience in children and adolescents: An assessment of the effects of trauma type and role of interpersonal proximity
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Characteristics of Children and Adolescents Admitted to a Residential Treatment Center
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Maltreatment, competency deficits, and risk for academic and behavioral maladjustment.
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Teachers' perspectives on providing support to children after trauma: A qualitative study.
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Who are They? A Descriptive Study of Adolescents in Wilderness and Residential Programs
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School bullying and student trauma: Fear and avoidance associated with victimization
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Evaluation of a Trauma-Informed School Intervention with Girls in a Residential Facility School: Student Perceptions of School Environment
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Developing an Interpretative Phenomenological Approach to Focus Group Data
inferredcites →https://doi.org/10.1080/19361521.2012.646413openalex-snapshot
Trauma Exposure, Psychosocial Functioning, and Treatment Needs of Youth in Residential Care: Preliminary Findings from the NCTSN Core Data Set
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Responding to Students Affected by Trauma: Collaboration Across Public Systems
inferredcites →https://doi.org/10.1111/j.1365-2648.2008.04922.xopenalex-snapshot
The phenomenological focus group: an oxymoron?
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School Staff Perspectives on the Challenges and Solutions to Working With Court‐Involved Students
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Use of the Monarch Room as an Alternative to Suspension in Addressing School Discipline Issues Among Court-Involved Youth
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Complex Trauma and Aggression in Secure Juvenile Justice Settings
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Effective Instructional Practices in Juvenile Justice Facilities
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Social-Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap
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Teaching Competence in Residential Group Care
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Hermeneutics and Critical Hermeneutics: Exploring Possibilities within the Art of Interpretation
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Constant Comparison Method: A Kaleidoscope of Data
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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A randomized trial of trauma-informed training content: Effects on preschool teachers’ trauma-informed attitudes, stress, and coping
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Social justice education through trauma-informed teaching
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Virtual reality enhanced Dialectical behavioural therapy
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School Connectedness Insights for Teachers Educating Youth with a Severe Emotional Disturbance in Residential Treatment
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This Changes Everything: Charter School Educators’ Perspectives from a Yearlong Trauma-Informed Training Program
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Preservice teacher perceptions of adverse childhood experiences: an exploratory study for an educator preparation program
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Perceived social support among court-involved female adolescents: comparisons with non-court-involved students
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Understanding the developmental impact of psychological maltreatment through the lens of the dimensional model of adversity and psychopathology
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Achieving Justice for Girls in the Juvenile Justice System
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Exposure to Adversity and Trauma Among Students Who Experience School Discipline: A Scoping Review
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Trauma-Informed Practices in Schools Across Two Decades: An Interdisciplinary Review of Research
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