Table 2 - uploaded by Christopher Edward Branson
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Source publication
Objective:
The U.S. Department of Justice has called for the creation of trauma-informed juvenile justice systems in order to combat the negative impact of trauma on youth offenders and frontline staff. Definitions of trauma-informed care have been proposed for various service systems, yet there is not currently a widely accepted definition for ju...
Context in source publication
Context 1
... 10 publications included a total of 71 different practice or policy recommendations representing 10 major principles or domains of trauma-informed practice for juvenile justice. We further organized these 10 domains into three categories based on their level of focus: clinical services, agency context, and system-level (see Table 2). For each of these domains, we identified all of the specific trauma-informed practices or policies that were recommended and how often they were recommended across the 10 definitions (see Table 3). ...
Citations
... Higher prevalence of ACEs are observed globally among racial/ethnic minorities and individuals experiencing low-income [15,16]. While health agencies and institutions around the world recognize the public health costs and lost productivity associated with ACEs [7], the use of trauma-informed practices to mitigate and address the negative consequences of ACEs is relatively recent, arising initially within mental health and substance use treatment contexts, followed by implementation in other systems (e.g., education, juvenile justice, child welfare), and more recently, entire communities [17][18][19][20][21][22]. ...
Background
Community capacity-building is the cornerstone of many public health initiatives, with increasing attention paid to community engagement, collective impact, and trauma-informed practices designed to support resiliency and promote health equity. Large-scale capacity-building projects proliferated during the global pandemic, highlighting the need for practical guidance and steps for efficiently responding to changing community needs and effectively communicating information across partnership and community members. The present qualitative longitudinal study provides a pragmatic framework for trauma-informed knowledge exchange across stakeholders in a large urban collective impact, capacity-building initiative designed to establish partnerships that engage community members, promote equity through tailored referrals and resource access, and address community needs and aspirations.
Methods
Interviews were conducted with the leads of nine agencies funded to implement regionally responsive strategies addressing adverse childhood experience-driven health needs among their diverse subcommunities, while offsetting the impact of trauma, building capacities and improving resource access. We aimed to capture (1) the socioecological context of traumatic experiences and health barriers that propelled agencies to participate in a trauma-informed initiative; (2) agency leads’ vision for community health; and (3) unfolding approaches to the initiatives’ complex work, spanning pre-pandemic community needs and pandemic era challenges.
Results
Agency leads’ vision for healthy communities emerged from the strengths, adversity-driven challenges and health barriers of their communities; while focusing on relationship-building, trust-based engagement and equitable access to trauma-informed resources through knowledge exchange. Results support reflection-based learning practices that are characterized by a flexible mindset and action-oriented adaptability. Mechanisms that power multi-directional knowledge exchange included creative partnering; frameworks and trainings that address partnership and community needs; and actionable skill-building. Incorporating community members directly into the initiative’s work exemplified the vision of an informed/resourced community, relationship-based engagement, use of adaptive practices and creative partnering. Lived experience staff provided a credibility bridge facilitating knowledge exchange between community and partnership members and creating power-sharing opportunities.
Conclusions
Engagement in public health initiatives is essential for community well-being and responsive public health initiatives. These data provide an emerging framework for thoughtful engagement and knowledge exchange among partnership and community members, while highlighting knowledge exchange as a key impact for outcome consideration.
... One mechanism through which JJ programs might mitigate the effects of PMIEs is the provision of mental health services. Remarkable strides have been made in the past two decades to increase the presence of mental healthcare in JJ facilities, and specifically the availability of traumafocused interventions (Branson et al., 2017;Lesnick et al., 2023). Several such interventions have been shown to reduce both PTSD symptoms and violent behavior in detained youth (see Kerig et al., 2024). ...
It is well established within the literature that early childhood trauma and maltreatment increase risk for adolescent offending behaviors. However, the mechanisms underlying this association are not currently well understood. The construct of moral injury, or distress and psychopathology stemming from events that violate an individual’s deeply held moral beliefs, has most frequently been studied in adult veterans. However, researchers have recently begun to apply the concept of moral injury to child and adolescent populations. From a developmental psychopathology perspective, moral injury offers a novel lens through which to view the victim–offender overlap in adolescents. The current paper reviews existing empirical evidence regarding the prevalence and sources of moral injury in justice-involved youth. It further synthesizes theory and research from diverse subfields of developmental and clinical psychology and criminology in order to describe how disruptions to cognitive, affective, and social development might link moral injury with juvenile offending and justice involvement. A novel, dynamic model of moral injury and juvenile offending is proposed, and implications for future research, clinical practice, and juvenile justice policy are discussed.
... A large majority of girls in the juvenile justice system report that they have experienced at least one traumatic event (Branson et al., 2017;Kerig & Ford, 2014), highlighting the significant need to focus on juvenile justice-involved girls. The majority of these girls report experiences such as physical or sexual abuse, domestic violence, and community violence, with exposure rates far exceeding those of the general population (Branson et al., 2017;Kerig & Becker, 2012;Kerig & Ford, 2014). ...
... A large majority of girls in the juvenile justice system report that they have experienced at least one traumatic event (Branson et al., 2017;Kerig & Ford, 2014), highlighting the significant need to focus on juvenile justice-involved girls. The majority of these girls report experiences such as physical or sexual abuse, domestic violence, and community violence, with exposure rates far exceeding those of the general population (Branson et al., 2017;Kerig & Becker, 2012;Kerig & Ford, 2014). Experiencing multiple forms of victimization increases the likelihood of involvement in the juvenile justice (JJ) system and further victimization within it (Yoder et al., 2019). ...
... This trauma often results in mental health conditions like PTSD, depression, anxiety, and other internalizing disorders (Conrad et al., 2014(Conrad et al., , 2017Kerig & Becker, 2012;Kerig et al., 2009). Research consistently shows that girls in the juvenile justice system face disproportionately high levels of trauma, leading to significant mental health challenges (Branson et al., 2017;Conrad et al., 2014Conrad et al., , 2017Kerig & Becker, 2012;Kerig & Ford, 2014). ...
The Massachusetts Youth Screening Instrument 2 (MAYSI-2) is a widely used mental health screening tool for juveniles entering detention. Racial/ethnic differences have been previously identified, however less attention has been given to such differences among girls. Few studies have examined the relationship between subscale score and risk levels that are used to inform institutional responses. The purpose of this study was to describe racial differences in MAYSI-2 subscale scores and risk categories among girls screened in a short-term correctional facility. Data included all administrations for 1,447 girls in detention. Results indicated significant racial/ethnic differences on multiple subscales. These findings suggest the value of considering ethnic and cultural factors when conducting mental health screenings of justice-involved girls.
... Additionally, the 20 % of youths who were in class 2 were highly likely (85 + %) to have been exposed to family violence and physical and emotional abuse, and even those in the small class that was the least trauma-exposed (class1) were likely to have experienced at least one form of either witnessing violence, neglect, or emotional abuse. Thus, in the context of extreme poverty and societal conflict that exists in low-income countries such as Nigeria, services that are trauma-informed (Branson et al., 2017) and that address the impact of multiple forms of maltreatment and violence exposure (Dierkhising et al., 2013) are a high priority for all adolescents who are placed in residential care or juvenile detention. Consistent with previous studies by Baglivio et al. (2014); Dierkhising et al. (2013), we found that parental socio-economic disadvantage and parental incarceration constitute the risk profile for the poly-victimized and abuse-exposed youths (classes 2 and 3). ...
Background: Child maltreatment (CM) is prevalent among residentially-placed or incarcerated adolescents and is a risk factor for behavioral health disorders. No study conducted in a low-income country has empirically compared the types of CM and adverse outcomes experienced by these high-risk adolescents. Objective: The purpose of this study was to identify profiles of CM-and their association with behavioral health problems among at-risk adolescents in Nigeria. Participants and Setting: Participants comprised adolescents in juvenile detention facilities (N = 102) and adolescents in residential placements (N = 103) aged 10-17 years old. Methods: A two-step latent class analysis (LCA) was applied with data from validated self-report measures of CM to identify distinct profiles of maltreatment and their association with validated self-report measures of behavioral health problems and PTSD symptoms. Results: Three latent classes were identified: (1) witnessing violence and neglect class (N = 20,10 %); physical and emotional abuse class (N = 41,20 %); and multiple maltreatment class (N = 144, 70 %). The physical and emotional abuse class (class 2) and the multiple maltreatment class (class 3) reported significantly higher rates of other adversities (i.e., parent/guardian incarceration and poverty) and more severe angry and irritable symptoms, traumatic experiences, thought disturbances , and somatic complaints when compared to the witnessing violence and neglect class. The multiple maltreatment class had more severe post-traumatic stress disorder (PTSD) symptoms than the other two classes. The witnessing violence and neglect class, however, had more severe anxiety depression symptoms than the other classes and more severe suicidal ideation than the multiple maltreatment class. Conclusion: The findings underscore the role of exposure to multiple forms of maltreatment (i.e., poly-victimization) among incarcerated and institutionalized adolescents, and highlight the need to address depression, anxiety, and suicidal ideation in youths who have witnessed violence or experienced neglect. Integrating CM and PTSD screening into mental health service for these vulnerable youth could enhance their rehabilitation and treatment by identifying and reme-diating the adverse effects of different patterns of poly-victimization and CM.
... Recent research has also been pointing out the relevance of shame (i.e., pervasive feelings of being inferior and unvaluable; Gilbert, 2019) and emotion regulation difficulties as transdiagnostic markers of psychopathology and behavioral disturbances, particularly among forensic populations (Franco-O'Byrne et al., 2021;Garofalo, Neumann, & Velotti, 2018;Garofalo et al., 2020b, b;Ribeiro da Silva, Rijo, & Salekin, 2015;Ribeiro da Silva, Vagos, & Rijo, 2019b). Finally, compassion-related variables should also be considered, as compassion (motivation to be sensitive to the suffering of the self/others, allied with the desire to prevent/alleviate that suffering; Gilbert, 2019) seems to be feared among these youth in result of their harsh rearing environments (Branson, Baetz, Horwitz, & Hoagwood, 2017;Dávila Gómez, Dávila Pino, & Dávila Pino, 2020;Grady, Levenson, & Bolder, 2017;Hill, Barnett, Ward, Morton, & Schmidt, 2023;Lansing et al., 2018;Malvaso et al., 2022;Rijo et al., 2022;Zelechoski et al., 2021). Harsh rearing environments tend to lead these youth to perceive the world and others as hostile, shameful, and unpredictable, accentuating evolutionary survival strategies of aggression and competition as well as fears of giving compassion to others, in receiving compassion from others, and to be self-compassionate (Dávila Gómez et al., 2020;Gilbert, 2019;Glenn, 2019;Ribeiro da Silva et al., 2015;Rijo et al., 2022). ...
... These results are also alarming, as they point to an ineffectiveness of these systems to rehabilitate these youth (Zelechoski et al., 2021). In fact, increasing research is arguing for a paradigm shift in Child Protection Systems and JJS, claiming for trauma-informed and/or mental health-informed approaches to rehabilitate youth with antisocial behavior (Branson et al., 2017;Grady et al., 2017;Hill et al., 2023;Lansing et al., 2018;Malvaso et al., 2022;Ribeiro da Silva, Rijo, et al., 2021a;Zelechoski et al., 2021). ...
... In a way or another, an accurate and extensive mental health assessment (based on psychopathological symptoms and disorders and other relevant clinical indicators) should be performed prior to detention, guiding for tailored rehabilitation efforts, including personalized psychotherapies addressing the specific mental health intervention needs of these youth (Beaudry et al., 2020;Borschmann et al., 2020;Fairchild et al., 2019;Livanou et al., 2019;Ribeiro da Silva, 2023;Ribeiro da Silva, Rijo, et al., 2021a;Rijo et al., 2022). Moreover, this study reinforces the critical need for the investment in traumainformed and/or mental health-informed personalized treatment approaches to rehabilitate these highly traumatized population (Branson et al., 2017;Grady et al., 2017;Hill et al., 2023;Lansing et al., 2018;Malvaso et al., 2022;Ribeiro da Silva, Rijo, et al., 2021a;Zelechoski et al., 2021). Finaly, this study underlines the urgency to shift the research agenda for the study of antisocial behavior in adolescence, a research agenda where antisocial behavior is only one of the layers of the multiple underlying patterns of this heterogenous population. ...
... Adolescents with trauma are likely to have mental or emotional health problems that further strengthen their inclination toward suicidal actions. 22 When discussing trauma, it is important to correlate it with mental health issues and the risk of suicide. Trauma experienced during childhood is an unpleasant and long-lasting experience that can manifest in behaviors or excessive stress during adolescence. ...
Background
Suicide among adolescents is a critical global health problem. Identifying risk factors for suicide in adolescents is crucial because it is one of the most severe mental health issues and can result in loss of life. Risk factors serve as indicators that have the potential to bring life to an end. However, people around adolescents often display indifference and even tend to overlook the suicide risk factors experienced by them.
Objective
This study aimed to explore the risk factors for suicide in adolescents in Indonesia.
Methods
This study used qualitative descriptive research design conducted at State Vocational High Schools (SMKN) and Puskesmas. Data collection was done through Focus Group Discussion (FGD) of 10 students, and in-depth interviews of eight participants (two parents of adolescents who attempted suicide, two guidance counseling teachers, two adolescents who attempted suicide, and two mental nurses) The data were analyzed using thematic analysis.
RESULTS
The risk factors for suicide experienced by adolescents are biological, psychological, and social factors. These risk factors for suicide are stressors that contribute to adolescents engaging in suicidal behavior. Identifying the risk factors experienced by adolescents is crucial for suicide prevention.
Conclusion
The risk factors that lead to suicide in adolescents encompass biological, psychological, and social factors. A thorough understanding of suicide among parents, teachers, and peers can significantly assist in implementing suitable prevention measures and interventions for adolescent suicide.
... There is also growing awareness that interpersonal and intergenerational trauma experiences are prevalent among people with FASD (Flannigan, Kapasi, et al., 2021), as well as within incarcerated populations (Wolff et al., 2014). Undoubtedly, the need for strengthsbased and trauma-informed practices in the FASD field are mirrored in the CLS (Branson et al., 2017). As such, there is a need to continually update and synthesize information related to FASD and the CLS in an accessible manner that will continue to support advancement in policy and practice. ...
... The practice framework is based on principles of trauma-informed care, an approach that integrates the knowledge of the impact of trauma when providing mental health care (Sweeney et al, 2016;Branson et al, 2017). This is implemented not simply by supporting young people to access treatment for trauma-related mental health conditions, but by reconfiguring practices, environments and policies within a service. ...
There are high levels of mental health needs among young people involved with youth justice services. However, these young people can struggle to make use of mental health services without additional measures being put in place to support access, necessitating local innovation. This article provides an overview of a mental health project serving young people involved in youth justice services based in a specialist team in the child and adolescent mental health service of a single NHS trust.
... Facilitating factors include improving staff and service user knowledge and well-being through ongoing access to theoretically grounded TIP training (e.g. Bloom & Farragher, 2013;Branson et al., 2017;Foltz et al., 2023;Harris & Fallot, 2001a, 2001bMahon, 2022;Purtle, 2020), recognising the importance of TIP in resource allocation, infrastructure, and the physical environment, and encouraging flexible, creative, and collaborative ways of working. Supervision structures for staff in the Justice system are also crucial, contributing to improved staff knowledge, skills, selfefficacy, confidence, competence, sense of safety, and better client outcomes (Berger & Quiros, 2014;2016;Levenson et al., 2022). ...
Objectives: There is a risk of re-traumatisation for survivors of trauma who engage with the Justice system, given their high propensity to encounter situations that trigger traumatic responses. While a growing body of research has explored the experience of trauma informed practice (TIP) from service user perspectives, little research has incorporated the views and experiences of practitioners working in the Justice system in terms of the implementation of TIP in their service setting.
Method: An exploratory, qualitative research design based on semi-structured, in-depth interviews. One to one, online interviews were conducted with senior Justice workers (n = 22) who had undertaken theoretically informed TIP training and had responsibility for its implementation. Interviews were audio-recorded, transcribed and analysed using an inductive, reflexive thematic approach.
Results: The themes identified were: (1) Supporting staff and user knowledge and well-being (training, trust, safety, reflection), (2) Recognition in the value of TIP (reflected in the resources, supervision, infrastructure and physical environment), (3) Encouraging flexible, creative and collaborative ways of working (overcoming resistance).
Conclusions: The findings have implications at the service user, provider and organisational level. Emphasis is placed on the importance of overcoming barriers to implementing TIP through adopting a whole systems approach that encourages collaborative working while supporting staff well-being, access to ongoing TIP training, supervision and resources to establish a safe working environment. Implementing a strengths-based, non-pathologising approach to TIP service delivery within the Justice system is essential. Further longitudinal work to explore the mechanisms by which TIP can help reduce re-traumatisation to service users and providers is recommended.
... Trauma-informed approaches still have numerous conceptual and empirical gaps. Among them are concise, accepted definitions for each component; practice and policy implications of a trauma-informed approach; intended outcomes and how to measure them; and organisational characteristics that make implementation of a trauma-informed approach possible and sustainable (Berliner & Kolko, 2016;Branson et al., 2017;DeCandia & Guarino, 2015;Hopper et al., 2010;Marans et al., 2012). A recent Campbell Collaboration review determined that, despite the popularity of trauma-informed approaches in schools, there was little to no evidence supporting them and the associated cost-benefit trade-offs were impossible to quantify. ...
Interest in trauma‐informed approaches in schools is high throughout the US, UK, Australia, Canada and other countries, but the empirical evidence on whole‐school responses to trauma is limited. This conceptual and theoretical review explores relevant literature; outlines existing conceptual models for trauma‐informed organisations, including schools; reviews current evidence for individual components of conceptual models relevant to schools; and considers implications for future research, practice and policy. Four common components were identified in the literature: (a) understanding trauma and making a universal commitment to address it; (b) emphasising physical, emotional and psychological safety for all school members; (c) taking a strengths‐based, whole‐person approach toward staff, students and families; and (d) creating and sustaining trusting, collaborative and empowering relationships among all school constituents. Most of these components have been studied as part of other literature and are not specific to trauma‐informed schools. Practitioners would benefit from shifting to an organisational model for trauma rather than the historical emphasis on interpersonal approaches, toward ensuring that all staff members are trauma‐aware and ‐responsive, and emphasising the creation of healthy, healing schools for all communities.
