Improving Implementation of a School-Based Program for Traumatized Students: Identifying Factors that Promote Teacher Support and Collaboration

Author:

Baweja Shilpa,Santiago Catherine DeCarlo,Vona Pamela,Pears Gillian,Langley Audra,Kataoka Sheryl

Funder

Substance Abuse and Mental Health Services Administration

UCLA Center for Health Services and Society

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Education

Reference45 articles.

1. Aarons, G. A., Hurlburt, M., & Horwitz, S. M. (2011). Advancing a conceptual model of evidence-based practice implementation in public service sectors. Administration and Policy in Mental Health and Mental Health Services Research, 38(1), 4–23.

2. Adi, Y., Killoran, A., Janmohamed, K., & Stewart-Brown, S. (2007). Systematic review of the effectiveness of interventions to promote mental wellbeing in children in primary education: Report 1: Universal approaches non-violence related outcomes. National Institute for Health and Clinical Excellence.

3. Alisic, E. (2012). Teachers’ perspectives on providing support to children after trauma: A qualitative study. School Psychology Quarterly, 27(1), 51–59.

4. Alisic, E., Bus, M., Dulack, W., Pennings, L., & Splinter, J. (2012). Teachers’ experiences supporting children after traumatic exposure. Journal of Traumatic Stress, 25(1), 98–101.

5. Averill, O. H., & Rinaldi, C. (2011). Multi-tier system of supports. Essentials on Education Data and Research Analysis, 91–94.

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