Research has found that adverse childhood experiences (ACEs) are associated with changes in both parenting stress and cortisol. Resilience-building interventions may be able to help diminish the effects of ACEs, thus impacting parenting stress and cortisol reactivity. This study aims to examine how two resilience-building interventions (emotion-based and behavior-based) will impact parenting stress and cortisol reactivity in mothers with ACEs. This project is in the preliminary stages of data collection; as such, this honors thesis will review the relevant literature, describe current methodology and proposed analyses, and discuss possible implications and future directions. Participants (goal N=100) undergo a pre-assessment where parenting stress and cortisol reactivity are measured. Participants are then randomly assigned to receive an emotion-based curriculum (goal n= 50) or behavior-based curriculum (goal n=50) for 8 weeks. After completing their curriculum, participants’ parenting stress and cortisol reactivity will be reassessed. Participants from both resilience-building interventions are hypothesized to have a reduction in parenting stress and cortisol reactivity, but participants who received the emotion-based curriculum are predicted to have greater reductions. Additionally, it is hypothesized that changes in parenting stress will be correlated with changes in cortisol reactivity, so participants with greater reductions in parenting stress are anticipated to have greater reductions in cortisol reactivity.

Background: Long term negative physical and mental health problems occur from the lack of appropriate interventions targeting the adult population who experienced adverse childhood experiences (ACEs) and partake in risky alcohol consumption behaviors. Objective: This study aimed to identify the risk for alcohol consumption behaviors, specifically binge drinking (BD) and any drinking (AD), among adults with a history of adverse childhood experiences (ACEs). Methods: Behavioral Risk Factor Surveillance System (BRFSS) 2011–2012 data were used. Descriptive statistics were completed followed by simple and multiple logistic regression to determine the strength of association between ACEs and alcohol consumption, controlling for sociodemographic factors. Results: The final adjusted sample size was 69,793. Adults who experienced household abuse were 30% more likely to BD (Odds Ratio (OR): 1.30, 95% Confidence Interval (CI): 1.20–1.41) and 21% more likely for AD (OR: 1.21, 95% CI: 1.14–1.28) in the past month. Males were over two times more likely to BD (OR: 2.12, 95% CI: 1.96–2.29) and 60% more likely for AD (OR: 1.60, 95% CI: 1.51–1.69) in the past month compared to females. Individuals who completed some college were at higher risk of BD (OR: 1.51, 95% CI: 1.26–1.82), whereas those who graduated college were nearly two and a half times more likely to report AD in the past month (OR: 2.27, 95% CI: 1.99–2.59) compared to individuals with less than high school education. Conclusion: Adults who experienced household abuse, are male, or possess at least some college education are at increased risk for BD and AD.

Two of every three students in the classroom today are affected by at least one adverse childhood experience (ACE; Perfect et al., 2016). Recently, researchers have used a neurodevelopmental approach to try to categorize and describe the connection between the neurological, cognitive, and academic success of children with ACEs and may have discovered a unique connection to math (Blodgett & Lanigan, 2018). The culmination of this research suggests that children who experience ACEs develop a stress physiology (as evidenced by differences in brain volume and cortisol levels) and this affects executive functioning. Because executive functioning, which is undergirded by the structural development of the brain (De Bellis et al., 2016), is related to mathematical academic achievement (Clark et al., 2010), children who have structural differences due to ACEs are hypothesized to have unique challenges in math. This study examined children drawn from an academic (rather than clinical) setting using behavioral measures of executive functioning as well as math grades obtained from their schools. Results suggest that for children drawn from a traditional academic setting, having been exposed to ACEs does not predict significant differences in EF skills or in school performance in math. Though the sample demonstrated a typical prevalence of exposure to ACEs, the maternal education of the children in the sample (a proxy for SES) was distinctly high. The interaction of these two aspects of this sample and their implications for the findings is discussed. / Educational Psychology

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Thesis advisor: Rebekah Levine Coley / Research on adverse childhood experiences (ACEs) has demonstrated the high prevalence rates of such experiences, with about 60% of individuals in national U.S. samples reporting one or more types of ACEs as children (Chapman et al., 2013; Finkelhor et al., 2015). Further, research has established robust links between ACEs and a range of negative behavioral and health outcomes in adulthood (Felitti et al., 1998; Hughes et al., 2017; Kalmakis & Chandler, 2015; Wang et al., 2020; Wang & Maguire-Jack, 2018; Wolff et al., 2018). Less is known about when potential negative consequences of ACEs exposure emerge. The few studies that have examined the relationship between ACEs and early outcomes have employed inconsistent modeling strategies which has left the functional form of the relationship unclear, which could lead to either under-or over-estimating the risk associated with various levels of ACEs exposure (Crouch et al., 2019; Hughes et al., 2017; Lanier et al., 2018; Wang et al., 2019). Further, these studies have not comprehensively examined the potential moderating role of socio-ecological factors like neighborhood context. Theoretical frameworks suggest neighborhood resources might buffer children from negative consequences associated with ACEs while exposure to neighborhood-level adversities might exacerbate negative consequences. In order to address these gaps, the currently study examined the functional form of the relationship between ACEs experienced in the first four years of life and kindergarten behavioral outcomes and tested the moderating role of neighborhood resources and neighborhood adversities in a large, nationally representative sample of young children drawn from the Early Childhood Longitudinal Study - Birth Cohort (ECLS-B; N ≈ 10,700) linked with neighborhood administrative data. Using inverse probability weighting to strengthen internal validity, numerous modeling strategies supported a linear relationship between early childhood ACEs and kindergarten behavioral outcomes. Greater ACEs exposure was associated with significantly lower prosocial skills and significantly higher externalizing behavior problems, with small effect sizes of 0.075 to 0.143 standard deviation shifts in behaviors for each additional ACEs exposure. Interaction models found that ACEs were significantly associated with behavioral consequences regardless of neighborhood context. Overall, the robust modeling strategies employed provide the strongest evidence to date of the significant, linear relationship between ACEs and early behavioral consequences. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

The purpose of this qualitative phenomenological study was to investigate the perceptions of classroom-level educators regarding the application of trauma-informed instructional practices. This was achieved by evaluating educators' understanding of the influence of trauma on students, their level of familiarity with trauma-informed instructional practices, and their assessments of the effectiveness of these practices. Trauma refers to an individual's response to a single traumatic incident, a succession of traumatic events, or extended exposure to a traumatic event (SAMHSA, 2014). As awareness of the prevalence of childhood trauma has increased, it is acknowledged as a serious public health issue (Lang et al., 2015). Trauma-informed care is a strengths-based, victim-centered framework under which organizations recognize trauma, understand, and limit the potential long-term repercussions of exposure to traumatic experiences, even if an individual does not perceive trauma as influencing their behavior (Kubiak et al., 2017; Office for Victims of Crime, n.d.). Educators have a distinct advantage in identifying students' traumatic stress symptoms, which can directly affect social-emotional growth and academic achievement (Conley et al., 2014; Donisch et al., 2022). Schools play a crucial role in establishing settings that safeguard students against adverse childhood experiences (ACEs), cultivate resilience, and nurture a sense of belongingness (Conley et al., 2014; Hertz, 2020). Eight educators from one northeast Tennessee school district who provided general and special education instruction to students in PreK-12th grade participated in the study. Data collection consisted of one-on-one video conferencing interviews. The data were coded and analyzed to identify emerging themes, synthesized, and summarized (Creswell & Creswell, 2018). The following themes emerged: (a) increased awareness of trauma and ACEs, (b) desire for additional training, (c) diversity of adverse childhood experiences (ACEs) and trauma exposures, (d) perceived negative behaviors resulting from or masking trauma, (e) the significance of procedures and structure, (f) the need for supplementary resources, (g) the importance of relationship building, (h) importance of opportunities for success, (i) facilitation of individualized instruction, (j) increased empathy, (k) increased patience and self-awareness, and (l) emotional, physical, and mental stress.

Research examining Adverse Childhood Experiences (ACEs) has mostly focused on the long-term effects of these experiences on adult mental and physical health. Less attention has been focused on the impact of ACEs on college student satisfaction, dropout rates, and major choice. The overarching questions for the current study sought to further research by (1) assessing if there is a relationship between the ACE scores of college students and their mental and physical health, (2) if ACEs play a role in student satisfaction or desire to drop out, and (3) determining if there is a connection between students with high ACE scores and their major choice. Survey data was collected from a sample of East Tennessee State University students. Findings serve to improve our understanding of the topic and promote research for the future.

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Childhood trauma greatly impacts the lives of patients and their future health outcomes. Since the discovery of the utility of the Adverse Childhood Experiences (ACEs) screening tool in the 1990s, many providers have attempted to screen and intervene on these past experiences of trauma with mixed results. ACEs have an outsized impact on adult health. There is considerable literature documenting the changing state of screening for ACEs in adult populations, and the compelling rationales for doing so. There are also a number of interventions available currently, but providers face challenges to use them. Ethical considerations and issues with the current state of screening for ACEs exist, due to some of these challenges and differential availability of interventions between populations. Here, I use the principles of urban bioethics to explain the ethical obligation of screening for ACEs despite these challenges and to dispute previous discussions on this topic. This article will show that there are general strategies that providers can take to implement ACEs screening in an ethical manner and specifically discusses trauma-informed care’s utility to help achieve these strategies. Through this discussion, I hope to encourage providers to reconsider ACEs screening and give them strategies to do so. / Urban Bioethics