Alysse Melville Loomis

Alysse Melville Loomis
University of Utah | UOU · College of Social Work

PhD

About

26
Publications
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152
Citations
Introduction
Alysse M. Loomis is an Assistant Professor in the College of Social Work at the University of Utah. Her current research explores how early exposure to trauma and other stressors predicts preschool children’s self-regulation and student-teacher relationship throughout the preschool year. Alysse is interested in identifying mechanisms through which childhood adversity contributes to educational and health disparities as well as understanding how natural systems of care, such as schools, can be leveraged to prevent future adversity exposure and support child well-being.

Publications

Publications (26)
Article
Full-text available
Parent–teacher relationships are an important but understudied aspect of children’s preschool experience. One important gap is understanding how parent–teacher relationships influence aspects related to school readiness, such as child self-regulation. Understanding this relationship can help highlight areas of intervention that can improve educatio...
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Despite the known relationship between trauma and academic outcomes, including expulsion risk, for preschoolers, little is known about the role that teachers may play in addressing the effects of childhood trauma within preschool settings. The current study examined the relationship between a teacher’s overall stress, trauma-informed attitudes, and...
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In recent decades, there has been considerable public interest and policy action regarding the issue of exclusionary discipline from early care and education (ECE) settings. While numerous states have pursued legislation to address this practice, the legislation has received scarce empirical attention. Using a qualitative approach, the current stud...
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Identifying factors related to expulsion risk is of great need due to the high and disparate rates of young children routinely excluded from preschool classrooms. This study aimed to explore the pathways to expulsion risk among a sample of 88 preschool children from 22 Head Start classrooms. Data were collected on children’s inhibitory control usin...
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Exposure to trauma, such as community violence, has far-reaching effects on childrens’ learning and behavior. While schools are a critical place to provide positive and safe spaces for students, teachers have self-reported a lack of knowledge on how to work effectively with traumatized students. In response to this, there has been an increase in te...
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Increasingly, preschools are integrating trauma-informed interventions, which often include components of training, to improve practices and promote the well-being of children who have experienced trauma. Similar interventions have been linked to positive outcomes for older children; however, there is limited research that examines whether or how t...
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Nearly half of young children nationally have some sort of preschool experience by the time they enter kindergarten. Many of these children have experienced one or more types of adverse childhood experiences (ACEs), such as child maltreatment or exposure to violence. Exploring how adversity impacts children in the preschool context may highlight po...
Article
Pathways from violence to head injury and poor long-term outcomes have been found among numerous populations, however, have not yet been widely examined with youth exposed to violence. Traumatic brain injuries (TBIs) are linked to a range of consequences salient to adolescent development and well-being, such as impulsivity, academic abilities, and...
Article
Background Youth who are or have been in foster care (foster youth) are at higher risk for adverse outcomes in early adulthood. As the importance and complexity of victimization experiences, including types, timing, and perpetrators, is better understood it is unclear whether or to what extent the research on foster youth assesses polyvictimization...
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Objective: Developmental trauma or chronic early childhood exposure to abuse and neglect by caregivers has been shown to have a long-lasting pervasive impact on mental and neural development, including problems with attention, impulse control, self-regulation, and executive functioning. Its long-term effects are arguably the costliest public healt...
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A basic understanding of statistics is an important piece of social work practice, informing the ability of social workers to interpret and evaluate existing research and to conduct evaluations of programs in their agencies. This article gives an overview of basic statistical concepts of variables, central tendency, and correlation versus causation...
Article
Research Findings: Addressing factors that influence children’s self-regulation is a critical step toward closing achievement gaps that have consistently been found for African American and Latino children as well as children living in poverty. Cumulative sociodemographic risk in childhood is now widely understood to be a developmental risk factor...
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Puerto Rican fathers remain an understudied population despite the growing Latino community in the U.S. Understanding how Puerto Rican fathers perceive their roles as fathers can inform our conceptualization of their engagement with children as well as the development of culturally-specific parenting interventions. In this qualitative study, focus...
Article
Suspension is associated with a host of negative outcomes, including future suspension and poor academic engagement. A number of demographic and behavioral factors, such as behaviors and race/ethnicity, have been found to predict a child’s risk of suspension, however factors in the family environment, such as family violence, have not been widely e...
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Despite the recognized importance of fathers to children’s well-being, there is a lack of research exploring the impact of parenting interventions on young fathers. Further, little work has been done to identify whether fatherhood interventions differentially benefit specific subgroups of fathers, including Hispanic subgroups.This research examines...
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Poverty is consistently associated with a higher risk of experiencing child maltreatment, and children from poor families are the majority of children involved in child protective services (CPS). However, the mediators in the relationship from income to CPS involvement are not entirely understood. Using theoretically-informed mediating path models...
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The preschool setting is a natural system of care that can be leveraged to mitigate the effects of childhood adversity, such as maltreatment and violence exposure. However, school-based trauma-informed supports for preschoolers lag behind those for older children, this despite the fact that young children, and particularly low-income children in ur...
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Studies of relatively recently resettled refugees have noted social disconnection, linked to various physical and mental health outcomes, as a concern. Limited studies have examined whether social disconnection and its effects persists within refugee populations resettled more than 3 decades prior. The relationship between social disconnection and...
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High rates of comorbid physical and mental health conditions are documented among refugee populations. A dearth of evidence exists on the use of mHealth technologies to support integrated health care models, with interprofessional mental and physical healthcare teams, within the field of refugee health, despite the potential for mHealth technologie...
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Young Hispanic children make up an increasing percentage of children enrolled in preschools; however, little is known about the effects of adversity on their preschool outcomes. This pilot study uses descriptive, correlational, and hierarchical multiple regression analyses to explore the relationship between cumulative adversity, teacher-rated and...
Article
Few studies to date have provided strategies for maintaining low rates of attrition when conducting longitudinal, epidemiological, or community-based research with young, minority, urban fathers. This paper highlights lessons learned from a 5-year randomized controlled trial of a fatherhood intervention that designed and implemented state-of-the-ar...
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Schools are increasingly being leveraged as intervention points to address childhood trauma due to the well-established links between childhood trauma exposure and poor child well-being outcomes. However, although preschool-aged children experience higher rates of trauma, such as maltreatment and violence exposure, than their older counterparts, th...
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Bullying prevention programs in the United States are being implemented in schools from kindergarten through high school to reduce rates of bullying behaviors. The Bully Prevention in Positive Behavior Support (PBIS) model is an evidence-based, whole school intervention program. The PBIS model trains teachers, school staff and administrators to mod...
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p>Infants and toddlers are exposed to abuse and neglect at disproportionate rates compared to other children, setting a trajectory for disrupted developmental processes and increased vulnerability to future traumatic exposure. Social workers encounter trauma–exposed young children across a number of systems, including but not limited to early child...
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p>Social workers, government, and non-governmental organizations in the United States have been inadequately prepared to address the impact of trauma faced by refugees fleeing persecution. Compounding their initial trauma experiences, refugees often undergo further traumatic migration experiences and challenges after resettlement that can have long...
Article
Full-text available
Children ages 0–2 are exposed to disproportionate rates of trauma and neglect and yet little is known about the longitudinal impact of adverse childhood experiences in early childhood. Objectives of this study were to utilize longitudinal data to examine the independent and cumulative contribution of various childhood adversities from age 0–2 on ad...

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Project (1)
Project
This dissertation project uses data collected from preschool children, their parents, and their teachers to explore the impact of children's trauma and adversity exposure on their self-regulation and relationship with teachers throughout a preschool year.