Trauma and Triggers: Students' Perspectives on Enhancing the Classroom Experiences at an Alternative Residential Treatment-Based School

Angelique Gabrielle Day; Beverly Baroni; Cheryl Somers; Jenna Shier; Meredith Zammit; Shantel Crosby; Jina Yoon; Megan Pennefather; Jun Sung Hong

doi:10.1093/cs/cdx018

Trauma and Triggers: Students' Perspectives on Enhancing the Classroom Experiences at an Alternative Residential Treatment-Based School

Angelique Gabrielle Day, Beverly Baroni, Cheryl Somers, Jenna Shier, Meredith Zammit, Shantel Crosby, Jina Yoon, Megan Pennefather, Jun Sung Hong

Department of Social Welfare

Research output: Contribution to journal › Article › peer-review

16 Scopus citations

Abstract

Youths in residential treatment (RT) are often burdened with histories of trauma exposure and experience a multitude of unique challenges for both daily functioning and developmental trajectories. Youths spend a large portion of their day in school; these educational experiences affect long-term well-being. This study uses qualitative focus group methodology to better understand the school experiences of youths placed in an RT educational environment. The sample consisted of 45 female residents placed in out-of-home care due to a child welfare or delinquency petition. Several key themes emerged that illustrate youth perceptions of the climate of RT, how strict discipline schools can affect mood, and what factors promote or hinder school engagement and disengagement. These themes included issues related to interactions with residential and school staff, teachers, classmates, and other staff; their own inabilities to interpersonally cope; and mismatches between their educational needs and services provided. The article concludes with a discussion of implications for policy and practice.

Original language	English
Pages (from-to)	227-237
Number of pages	11
Journal	Children and Schools
Volume	39
Issue number	4
DOIs	https://doi.org/10.1093/cs/cdx018
State	Published - 1 Oct 2017

Bibliographical note

Funding Information:
Science and Technology Project of Guangdong (grant 2013B01 0404038), the Shenzhen Basic Science Research Project (grants JCYJ20160229201353324, JCYJ20170413153158716, and JCYJ201 70818164619194), the Shenzhen Technology Innovation Project (grant JSGG20160229202150023), Nanshan Pilot Team Project (grant LHTD20160004), the Shenzhen Peacock Next-Generation Monoclonal Antibody Drug Research and Development Program (grant 1110140040347265), the Fourth Talents Project of Guangdong Province (2014-1), the Special Funds for Major Science and Technology of Guangdong Province (grant 2013A022100037), Guangdong Provincial Research Award for Scholars, the Shenz-hen Laboratory of Fully Human Antibody Engineering (Development and Reform Commission in Shenzhen [2014] grant 1782), and Shenzhen Special Funds for Industry of the Future (Development and Reform Commission in Shenzhen [2015] grant 971). The authors declare no competing financial interests.

Funding Information:
We thank members of the Public Technology Service Cores at the Shenzhen Institutes of Advanced Technology, Chinese Academy of Sciences, for their technical assistance. This work was supported by the National Natural Science Foundation of China (grants 81501356 and 81373112), the Science and Technology Project of Guangdong (grant 2013B01 0404038), the Shenzhen Basic Science Research Project (grants JCYJ20160229201353324, JCYJ20170413153158716, and JCYJ201 70818164619194), the Shenzhen Technology Innovation Project (grant JSGG20160229202150023), Nanshan Pilot Team Project (grant LHTD20160004), the Shenzhen Peacock Next-Generation Monoclonal Antibody Drug Research and Development Program (grant 1110140040347265), the Fourth Talents Project of Guangdong Province (2014-1), the Special Funds for Major Science and Technology of Guangdong Province (grant 2013A022100037), Guangdong Provincial Research Award for Scholars, the Shenzhen Laboratory of Fully Human Antibody Engineering (Development and Reform Commission in Shenzhen [2014] grant 1782), and Shenzhen Special Funds for Industry of the Future (Development and Reform Commission in Shenzhen [2015] grant 971). The authors declare no competing financial interests. Author contributions: D. Yan and Y.H. Chen conceived the study and prepared themanuscript. X.Wan supervised the study and contributed to manuscript preparation. D. Yan carried out most of the experiments and statistical analyses. J. Wang helped with mouse tumor models and performed certain experiments. H. Sun and Q. Ruan provided the TIPE2-deficient mouse breeders. H. Zhang helped with lentivirus production. X. Yang and A. Zamani provided valuable discussions about experimental design. W. Chen and A. Tang provided lung cancer samples.

Funding Information:
This work was supported by the National Natural Science Foundation of China (grants 81501356 and 81373112), the

Publisher Copyright:
© 2017 National Association of Social Workers.

Keywords

education well-being
foster care
juvenile delinquency
youth voice

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10.1093/cs/cdx018

Cite this

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title = "Trauma and Triggers: Students' Perspectives on Enhancing the Classroom Experiences at an Alternative Residential Treatment-Based School",

abstract = "Youths in residential treatment (RT) are often burdened with histories of trauma exposure and experience a multitude of unique challenges for both daily functioning and developmental trajectories. Youths spend a large portion of their day in school; these educational experiences affect long-term well-being. This study uses qualitative focus group methodology to better understand the school experiences of youths placed in an RT educational environment. The sample consisted of 45 female residents placed in out-of-home care due to a child welfare or delinquency petition. Several key themes emerged that illustrate youth perceptions of the climate of RT, how strict discipline schools can affect mood, and what factors promote or hinder school engagement and disengagement. These themes included issues related to interactions with residential and school staff, teachers, classmates, and other staff; their own inabilities to interpersonally cope; and mismatches between their educational needs and services provided. The article concludes with a discussion of implications for policy and practice.",

keywords = "education well-being, foster care, juvenile delinquency, youth voice",

author = "Day, {Angelique Gabrielle} and Beverly Baroni and Cheryl Somers and Jenna Shier and Meredith Zammit and Shantel Crosby and Jina Yoon and Megan Pennefather and Hong, {Jun Sung}",

note = "Funding Information: Science and Technology Project of Guangdong (grant 2013B01 0404038), the Shenzhen Basic Science Research Project (grants JCYJ20160229201353324, JCYJ20170413153158716, and JCYJ201 70818164619194), the Shenzhen Technology Innovation Project (grant JSGG20160229202150023), Nanshan Pilot Team Project (grant LHTD20160004), the Shenzhen Peacock Next-Generation Monoclonal Antibody Drug Research and Development Program (grant 1110140040347265), the Fourth Talents Project of Guangdong Province (2014-1), the Special Funds for Major Science and Technology of Guangdong Province (grant 2013A022100037), Guangdong Provincial Research Award for Scholars, the Shenz-hen Laboratory of Fully Human Antibody Engineering (Development and Reform Commission in Shenzhen [2014] grant 1782), and Shenzhen Special Funds for Industry of the Future (Development and Reform Commission in Shenzhen [2015] grant 971). The authors declare no competing financial interests. Funding Information: We thank members of the Public Technology Service Cores at the Shenzhen Institutes of Advanced Technology, Chinese Academy of Sciences, for their technical assistance. This work was supported by the National Natural Science Foundation of China (grants 81501356 and 81373112), the Science and Technology Project of Guangdong (grant 2013B01 0404038), the Shenzhen Basic Science Research Project (grants JCYJ20160229201353324, JCYJ20170413153158716, and JCYJ201 70818164619194), the Shenzhen Technology Innovation Project (grant JSGG20160229202150023), Nanshan Pilot Team Project (grant LHTD20160004), the Shenzhen Peacock Next-Generation Monoclonal Antibody Drug Research and Development Program (grant 1110140040347265), the Fourth Talents Project of Guangdong Province (2014-1), the Special Funds for Major Science and Technology of Guangdong Province (grant 2013A022100037), Guangdong Provincial Research Award for Scholars, the Shenzhen Laboratory of Fully Human Antibody Engineering (Development and Reform Commission in Shenzhen [2014] grant 1782), and Shenzhen Special Funds for Industry of the Future (Development and Reform Commission in Shenzhen [2015] grant 971). The authors declare no competing financial interests. Author contributions: D. Yan and Y.H. Chen conceived the study and prepared themanuscript. X.Wan supervised the study and contributed to manuscript preparation. D. Yan carried out most of the experiments and statistical analyses. J. Wang helped with mouse tumor models and performed certain experiments. H. Sun and Q. Ruan provided the TIPE2-deficient mouse breeders. H. Zhang helped with lentivirus production. X. Yang and A. Zamani provided valuable discussions about experimental design. W. Chen and A. Tang provided lung cancer samples. Funding Information: This work was supported by the National Natural Science Foundation of China (grants 81501356 and 81373112), the Publisher Copyright: {\textcopyright} 2017 National Association of Social Workers.",

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doi = "10.1093/cs/cdx018",

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AU - Shier, Jenna

AU - Zammit, Meredith

AU - Crosby, Shantel

AU - Yoon, Jina

AU - Pennefather, Megan

AU - Hong, Jun Sung

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AB - Youths in residential treatment (RT) are often burdened with histories of trauma exposure and experience a multitude of unique challenges for both daily functioning and developmental trajectories. Youths spend a large portion of their day in school; these educational experiences affect long-term well-being. This study uses qualitative focus group methodology to better understand the school experiences of youths placed in an RT educational environment. The sample consisted of 45 female residents placed in out-of-home care due to a child welfare or delinquency petition. Several key themes emerged that illustrate youth perceptions of the climate of RT, how strict discipline schools can affect mood, and what factors promote or hinder school engagement and disengagement. These themes included issues related to interactions with residential and school staff, teachers, classmates, and other staff; their own inabilities to interpersonally cope; and mismatches between their educational needs and services provided. The article concludes with a discussion of implications for policy and practice.

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ER -

Trauma and Triggers: Students' Perspectives on Enhancing the Classroom Experiences at an Alternative Residential Treatment-Based School

Abstract

Bibliographical note

Keywords

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