The opening quotation from one of the co-authors, Laura Porter, must now be seen as a case of misplaced confidence, and a stark reminder that researchers cannot know in advance precisely how any work they produce might be (mis)used or (mis)interpreted. In the case of the ACEs model and in particular its main methodological feature – the ‘ACE score’ – the authors are unequivocal that it should only be used for the purposes for which it was created, and that misusing ACE studies or the ACE score can have seriously harmful consequences.
Due to the strong positive response to this presentation and article I did at the National Center for School Mental Health in November 2019 (pictured), Trauma-Informed Care In Schools: What We Know (And Still Don’t Know), And Why That Matters For Marginalized Youth In K-12, we’re creating a Call for Papers (CFP) for a special issue at our journal the International Journal of School Social Work (IJSSW) on this topic–abstracts are due by March 15th.
We’re excited to share a rigorous randomized trial comparing trauma-focused CBT for adolescents in a community setting to treatment as usual. Here is a RB by a school social worker and current Loyola student, Ms. Mary Beuckelaere, drawing on her work on helping adolescents at her high school placement deal with complex trauma.
This year on SSWN (and our sister social media platform SSWNetwork) we’re going to delve into a complicated and we believe necessary conversation about trauma-informed care (TIC), racial inequity, and evidence-based practice (EBP). These three concepts, themselves worthy of extensive study and exploration, are coming together in dynamic and powerful ways as school clinicians, researchers, and K-12 schools reckon with how to do trauma-informed care in school contexts.