IDEAS home Printed from https://ideas.repec.org/a/eee/epplan/v103y2024ics0149718924000089.html
   My bibliography  Save this article

Implementing trauma-informed care in a special education setting: An initial exploration of a multi-tiered model

Author

Listed:
  • Goldenthal, Hayley J.
  • Gill, Tara
  • Rivera, Claudio
  • Gouze, Karen R.
  • Cicchetti, Colleen

Abstract

Implementing trauma-informed care in a special education environment serving youth from historically marginalized communities with high levels of exposure to potentially traumatic events (PTEs) requires a systematic tiered approach consistent with public health guidelines. Little is known about the implementation of this framework in special education settings where youth have significant emotional and behavioral difficulties. To address this need, a consultant-community partnership was forged between a hospital providing mental health services and a therapeutic day school that serves a special education cooperative. The current case study explores the design and implementation of a three-tiered model of trauma-informed care in a special education setting. This study will address the specific practices implemented at each tier, discuss successes and challenges, and summarize future directions for research, practice, and policy.

Suggested Citation

  • Goldenthal, Hayley J. & Gill, Tara & Rivera, Claudio & Gouze, Karen R. & Cicchetti, Colleen, 2024. "Implementing trauma-informed care in a special education setting: An initial exploration of a multi-tiered model," Evaluation and Program Planning, Elsevier, vol. 103(C).
    • Handle: RePEc:eee:epplan:v:103:y:2024:i:c:s0149718924000089
    DOI: 10.1016/j.evalprogplan.2024.102407
    as

    Download full text from publisher

    File URL: http://www.sciencedirect.com/science/article/pii/S0149718924000089
    Download Restriction: Full text for ScienceDirect subscribers only
    File URL: https://libkey.io/10.1016/j.evalprogplan.2024.102407?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:eee:epplan:v:103:y:2024:i:c:s0149718924000089. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Catherine Liu (email available below). General contact details of provider: http://www.elsevier.com/locate/evalprogplan .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.