This book provides an interdisciplinary framework for school intervention into child and adolescent maltreatment, highlighting the unique potential for schools to identify and mitigate the long-term impacts of childhood trauma on children's educational well-being. Contributors evaluate recent efforts to incorporate trauma-informed approaches into schools, including strategic planning by administrators, staff training, prevention programming, liaising with local youth service agencies, and trauma-sensitive intervention with affected students.
Among the topics discussed:
• The developmental impact of trauma
• The role of schools and teachers in supporting student mental health
• Prevention programming to prevent child and adolescent sexual abuse
• Education policies to support students with traumatic histories
• Responding to childhood trauma at both macro and microsystem levels
Trauma-Informed Schools: Integrating Child Maltreatment Prevention, Detection, and Interventionis a valuable resource for child maltreatment researchers, educational and school psychologists, school social workers, students in early childhood and K-12 education, and education policy makers at all levels of government. It offers the necessary guidelines and insights to facilitate better learning for students who have experienced trauma, aiming to improve student well-being both inside and outside the classroom.
About the Author
Carlomagno C. Panlilio, Ph.D. is an Assistant Professor in the Department of Educational Psychology, Counseling, and Special Education and a faculty member with the Child Maltreatment Solutions Network at the Pennsylvania State University. The overarching goal of Dr. Panlilio's program of research is to understand the dynamic interplay between maltreatment, context, and development, and how these processes influence individual differences in learning. His research is guided by an interdisciplinary approach that draws from Developmental Science, Educational Psychology, Statistics, and Social Welfare to examine the multisystemic influences on early adversity and children's learning. More specifically, he is interested in further explicating self-regulation and self-regulated learning as key developmental and learning processes that explain variability in the academic outcomes of children with a history of maltreatment. Prior to his faculty appointment, Dr. Panlilio practiced as a licensed clinical marriage and family therapist. He has worked in private practice, community agencies, treatment foster care, and a residential treatment facility for adolescents. He has been in clinical practice since 2005 and often worked with at-risk children and families. He previously served as the Vice Chair for the Maryland Board of Professional Counselors and Therapists, and also served as the Chair for the Ethics Committee. Dr. Panlilio earned his B.A. in Psychology from the California State University at Long Beach and an M.S. in Family Studies with a concentration in Couple and Family Therapy from the University of Maryland College Park. Dr. Panlilio earned his Ph.D. in Developmental Science and a certificate in Education, Measurement, and Statistics from the University of Maryland College Park.