Stopping the avalanche of trauma in schools through early intervention: a three-phase model proposal

Abstract

Purpose

Groups of students were enrolled in a course that sought to produce a three-phase theoretical model over three semesters.

Design/methodology/approach

A design project to comprehensively address school violence was launched at a university in eastern Pennsylvania.

Findings

This article updates the recent and most critical finding of the project by illuminating specific implications of the importance of teacher training and the development toward competence in recognition of children who are emotionally and psychologically injured through proactive measures such as screening for emotional and psychological well-being.

Research limitations/implications

Although the model has not been tested, screening to identify those in need of emotional support and training to support teachers is clear. Screening and training offer important opportunities to help learners build skills toward resilience to soften the effects of trauma.

Practical implications

A view of the “whole child” with regard to academic success could further foster social and emotional development.

Social implications

Early intervention can prevent the onset of symptoms associated with posttraumatic stress and related disorders. This effort alone may significantly reduce the uncomfortable incidences and perhaps ultimate prevention of the violence that is perpetuated among children.

Originality/value

Preliminary research supports a continued conversation regarding effective tools to find children emotionally and psychologically at-risk, which allows teachers an opportunity for timely emotional and psychological interventions.