[pt] Estudos sobre as primeiras interações das crianças com seu ambiente apontam para possíveis efeitos do estresse tóxico na infância, como facilitador de comportamentos de risco na adolescência, além de prejuízos para o desenvolvimento de habilidades cognitivas e socio emocionais (Van der Kolk, 2003). Pela necessidade de as escolas estarem preparadas para atenderem crianças que experimentam altas e frequentes taxas de estresse no início de suas vidas e precisam lidar com seus efeitos, a escola como um todo precisa ser um espaço de segurança e resiliência para que as crianças possam experimentar um processo de aprendizagem. A partir de uma perspectiva ecológica da Psicologia do desenvolvimento, o objetivo do presente trabalho foi realizar uma revisão narrativa de literatura para identificar práticas e modelos da educação sensível ao trauma, voltados para proteção contra os efeitos do estresse tóxico sobre o desenvolvimento cognitivo na educação infantil e primeiros anos do ensino fundamental. Foram selecionados 50 artigos sobre diferentes modelos de educação sensível ao trauma nos primeiros anos de escolarização e com abordagens voltadas para a escola como um todo. A partir da análise desses artigos, foram identificados nove aspectos principais dentre os diferentes modelos apresentados: autorregulação emocional, treinamento dos(as) profissionais de educação, engajamento comunitário, preparação de ambientes psicologicamente seguros, apoio emocional para os(as) educadores(as), rotinas e rituais na prática pedagógica, vínculo seguro, atendimento individual ou em grupo e contato regular com as famílias. Acredita-se que esses elementos podem orientar intervenções voltadas para primeira infância em contextos de vulnerabilidade, no âmbito da educação. / [en] Studies on children s first interactions with their environment point to possible effects of toxic stress in childhood, as a facilitator of risky behavior in adolescence, in addition to impairments for the development of cognitive and socioemotional skills (Van der Kolk, 2003). Due to the need for schools to be prepared to serve children who experience high and frequent stress rates early in their lives and need to deal with its effects, the school as a whole needs to be a space of safety and resilience so that children can experience a learning process. From an ecological perspective of developmental psychology, the objective of the present study was to carry out an integrative literature review to identify practices and models of trauma informed education, aimed at protecting against the effects of toxic stress on cognitive development in preschool and early years of elementary school. Fifty articles were selected on different models of trauma informed education in the first years of schooling and with approaches aimed at the school as a whole. From the analysis of these articles, nine main aspects were identified among the different models presented: self-regulation, professional training of trauma and toxic stress, community engagement, psychologically safe environments, emotional support for teachers, routines and rituals in pedagogical practice, secure attachment, individual or group therapy and regular contact with families. It is believed that these elements can guide interventions aimed at early childhood, in the context of education.

Konvergierende neurobiologische Studien zeigen, dass Negative Kindheitserfahrungen (Adverse Childhood Experiences, ACEs) mehrere dicht miteinander verknüpfte Hirnsysteme beeinflussen und die Entwicklung von Exekutivfunktionen stören, insbesondere die Fähigkeit, unangemessene Affekte und Handlungen zu unterdrücken. In der vorliegenden Arbeit wurde zunächst untersucht, wie Exekutivfunktionen in nicht-emotionalen (kühlen) und emotionalen (heißen) Situationen (d. h. Emotionsregulation) mit einer hohen Exposition gegenüber ACEs zusammenhängen und ob solche Beziehungen durch akuten Stress verstärkt werden. Unsere Ergebnisse zeigen, dass gewalttätiges Verhalten bei Opfern von Kindheitstraumata eher mit Defiziten in heißen Exekutivfunktionen als mit Defiziten in kühlen Exekutivfunktionen verbunden sein könnte, insbesondere unter Stressbedingungen. Insgesamt zeigt diese Studie erstens die Nützlichkeit von OpenFace, einem kostengünstigen und dennoch effektiven Instrument zur Untersuchung des mimischen Verhaltens bei der Emotionsregulation. Zweitens eröffnet sie Perspektiven für eine gezieltere Erforschung von und Interventionen bei ACEs. Drittens bezieht sie Jugendliche ein, eine wenig erforschte Altersgruppe, die sich in einer sensiblen Phase der Entwicklung von Exekutivfunktionen befinden. / Converging neurobiological studies show that Adverse Childhood Experiences (ACEs) affect multiple densely interconnected neurobiological systems and disrupt the development of executive functions (EFs), especially the ability to inhibit inappropriate affects and actions, potentially modulating factors in the relationship between ACEs and violent behaviour. This study first sought to assess how EFs under non-emotional (cool) and emotional (hot) situations (i.e. emotion regulation) are related with high-exposure to ACEs, and whether any such relationships would be aggravated by acute stress. Our findings show that violent behavior among victims of childhood trauma might be associated more with deficits in hot EFs than it is with deficits in cool EFs, especially more so under conditions of stress. Altogether, this study first shows the usefulness of OpenFace, a low cost yet effective tool to study facial behaviour in emotion regulation. Second, it opens perspectives towards more targeted research on, and interventions for ACEs, and third, it involves adolescents, a little researched age group, yet a sensitive period of EFs development.

Aim: This study aimed to address an important gap in the current state of the literature on adverse childhood experiences and work-related outcomes in adulthood. The research investigates whether childhood adversity is associated with job satisfaction and tenure in adulthood and explores potential mediating factors underlying the association. Method: Utilizing a cross-sectional design, this research draws upon data from the UK Biobank, a large population-based cohort study. The study sample comprised 12,391 participants with an average age of 54.72 years (SD = 5.95), and 52.38% of participants were females, and 90.37% were white. Furthermore, 25.91% had experienced at least one adversity while 1.59% had experienced three or more. Results: Using logistic and gamma regression models adjusted for age, sex, education, and household income, the results confirmed the hypotheses that early adversity is negatively associated with both job satisfaction and tenure in a dose-response fashion. Moreover, neuroticism, social support, avoidant coping, perception of life meaningfulness, and health satisfaction were identified as potential underlying mechanisms. Only neuroticism and social support did not mediate the relationship between adverse childhood experiences and tenure. Conclusion: The findings of this study emphasize the long-term relationships between childhood adversity and work-related outcomes in adulthood and highlights the importance of trauma- informed workplaces to support individuals that has a history of childhood adversity. / Syfte: Denna studie syftade till att undersöka en viktig lucka i den nuvarande forskningen gällande traumatiska barndomsupplevelser och utfall i arbetslivet. De forskningsfrågor som formar denna studie fokuserar på hur barndomstrauman påverkar arbetstillfredsställelse samt anställningstid och huruvida det finns några medierande mekanismer. Metod: Studien använde sig av en tvärsnittsdesign med data från UK Biobank som är en populationsbaserad kohortstudie. Medelåldern för urvalet (12,391 deltagare) i studien var 54,72 år (SD = 5,95), 52,38% av deltagarna var kvinnor, och 90,37% var vita. Dessutom hade 25,91% upplevt minst en traumatisk upplevelse medan endast 1,59% hade upplevt tre eller fler. Resultat: Det användes bland annat en logistisk och gamma regressionsmodell justerade för ålder, kön, utbildning och hushållsinkomst för att bekräfta hypoteserna om att tidiga barndomstrauman är negativt förknippade med arbetstillfredsställelse och anställningstid likt ett dos-responsförhållande. Dessutom visade sig neuroticism, socialt stöd, undvikande coping, uppfattning om livets meningsfullhet och hälsotillfredsställelse ha ett signifikant samband som underliggande mekanismer. Neuroticism och socialt stöd medierade däremot inte förhållandet mellan traumatiska barndomsupplevelser och anställningstid. Med anledning av detta blev hypoteserna om dessa medierande mekanismerna endast delvis bekräftade. Slutsats: Studiens resultat belyser den negativa inverkan barndomstrauman har på arbetsrelaterade utfall samt betonar vikten av att utforma arbetsplatser med ett traumamedvetet bemötande för att stödja individer som har en historia av traumatiska upplevelser.

Zero-tolerance discipline policies have been in use in U.S. schools for almost 25 years. Since their enactment in the 1990s, researchers have found that zero tolerance disciplinary policies and practices can cause students to enter the school-to-prison pipeline. The purpose of this qualitative case study was to understand the perceptions of middle-school male students of color regarding the discipline process on a campus that supplemented zero-tolerance discipline with restorative practices (RPs). Additional intents of this study were to discover the challenges students encountered when they returned from a disciplinary alternative education program (DAEP) and determine whether RPs helped or hindered their transition to the home campus. Six middle-school male students of color who were placed at the district's DAEP and returned to their home campus participated in the study. The conceptual framework was based on Braithwaite's concept of stigmatized shame following an exclusion and Nathanson's human reactions to shame. The study yielded seven major themes: (a) student perceptions of exclusion, (b) behaviors related to exclusion from school, (c) human reactions to shame—attacking others, (d) human reactions to shame—avoidance, (e) the need for reintegration and acceptance, (f) traumatic events, and (g) dissonance in the discipline process.

Childhood adversity is associated with numerous negative outcomes across multiple domains, including mental and physical health, interrelationships, and social functioning. Notably, research suggests that childhood adversity has a dose-response relationship with these outcomes; that is, greater numbers of adverse experiences in childhood are associated with worse outcomes. These outcomes overlap with many risk factors of homelessness. This study sought to address two questions: 1) Does a dose-response relationship exist between childhood adversity and chronic homelessness? 2) Does childhood adversity negatively predict the age at which homelessness first occurs? Adults experiencing homeless who are accessing homeless services in the Tri-Cities area of Northeast Tennessee responded to a brief instrument that includes measures of homeless chronicity, Adverse Childhood Experiences (ACEs), and age of onset of homelessness. Although relationships between ACEs and homeless chronicity was not observed, a relationship did emerge between number of ACEs and number of episodes and number of ACEs and age at initial onset of homelessness.

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