Prevalence of adverse childhood experiences in school-aged youth: A systematic review (1990–2015)

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2020-12-16 DOI:10.1080/21683603.2018.1548397

J. Carlson, Justina Yohannan, C. Darr, Matthew R. Turley, Natalie A Lárez, Michelle Perfect

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引用次数: 49

Abstract

ABSTRACT The purpose of this study was to systematically review the literature on the prevalence of adverse childhood experiences (ACEs) in school-aged youth (i.e., ≤ 18 years). Inclusion and exclusion search criteria led to the identification of 96 articles published during a 25-year period. Articles containing international samples (N = 44) and samples from the United States (N = 52) were examined for (a) the nature and prevalence of ACEs, (b) the nature of the samples and populations studied, and (c) the methods used to identify ACEs. Findings are narratively summarized and presented descriptively in tabular form to further assist school professionals in recognizing the diversity of ACEs worldwide and the array of methods used to identify trauma-related events. Prevalence rates vary substantially by the type of ACEs reported and the context or setting in which data were gathered. Yet, almost two thirds of youth experience significant adverse events no matter where they reside across the world, highlighting the need for local ACEs screening and early intervention. Implications for future research include the importance of clarifying ACEs exposure and measures used to quantify such events to allow for future aggregation (e.g., meta-analysis) of findings by country, context, population, or event type.

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学龄青年不良童年经历的患病率：一项系统综述（1990-2015）

摘要本研究的目的是系统地回顾有关学龄青年（即≤18岁）不良童年经历（ACE）患病率的文献。根据纳入和排除搜索标准，在25年的时间里，共发现了96篇发表的文章。对含有国际样本（N=44）和美国样本（N=52）的文章进行了检查，以确定（a）ACE的性质和流行率，（b）所研究样本和人群的性质，以及（c）用于识别ACE的方法。研究结果以表格形式进行叙述性总结和描述，以进一步帮助学校专业人员认识到全球ACE的多样性以及用于识别创伤相关事件的一系列方法。患病率因报告的ACE类型和收集数据的背景或环境而异。然而，近三分之二的年轻人无论居住在世界各地，都会经历重大不良事件，这突出了当地ACE筛查和早期干预的必要性。对未来研究的影响包括澄清ACE暴露的重要性，以及用于量化此类事件的措施，以便未来按国家、背景、人群或事件类型汇总（例如荟萃分析）研究结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.