Background: Exposure to greater Adverse Childhood Experiences (ACEs) has been associated with increased likelihood of general and sex offending behaviors. However, few studies consider both the impact of varied ACE exposures and other early experiences on pathways to offending behaviors in adolescents who have engaged in sexually abusive behaviors. Objective: The purpose of this study was to examine the impact of ACEs and sexual boundary problems within the home on the development of delinquent and sexually abusive behavior. Participants & setting: Data were collected from archival records of male adolescents (N = 285) who had received treatment for sexually abusive behavior at a youth facility. Methods: This study investigated the effects of individual adverse experiences on delinquent nonsexual and sexually abusive behaviors through structural equation modeling. Results: Structural equation modeling revealed a three-factor model for ACEs. Direction and significance of paths between ACEs and the onset, persistence, and nature of maladaptive behaviors differed. Household dysfunction was related to an earlier onset (β = 1.19, p = 0.013) and more persistent nonsexual delinquent offending (β = 1.05, p = 0.048) and contact sexual offending (β = 1.19, p = 0.010). Conversely, sexual abuse and exposure to sexual boundary problems were associated with an earlier onset of sexually abusive behavior (β = −1.08, p = 0.038) as well as indicators of adolescent-onset (β = −1.30, p = 0.002), less persistent (β = −1.53, p = 0.001), and nonviolent (β = −1.89, p = 0.001) delinquency. Conclusions: Findings suggest variations in ACE exposures differentially influence the onset, severity, and persistence of delinquent and sexually abusive behaviors among these youths.

This thesis evaluated the Trauma-Informed Child Advocacy Certificate (TICA) at Mississippi State University which is hosted in the School of Human Sciences, specifically in the area of Human Development and Family Science (HDFS). HDFS students (N = 94) enrolled in coursework during Spring 2021 participated in the evaluation. Students were grouped by enrollment in TICA courses, with 43 students having participated in TICA coursework and 51 students having only participated in general HDFS courses. Assessments included a perceived knowledge survey and 10 application-based scenarios. Independent samples T-tests indicated TICA students perceived themselves to have more trauma-informed knowledge, and frequency analyses showed they were more effective at applying that knowledge than HDFS students who have not taken any TICA courses. Data were used to highlight strengths of the TICA program and make recommendations on ways to enhance the TICA coursework to promote knowledge of trauma-informed professional practices.

School-age children are at high risk of experiencing traumatic and stressful events that can negatively impact their academic, emotional, and behavior performance (Brock et al., 2016). Any stressful situation (i.e., natural disaster) or adverse childhood experience (ACE) can potentially become a traumatic event for a child or adolescent. The current literature indicates that 60% of children experience at least one ACE, putting them at high risk for a variety of health and social problems (Manyema et al., 2018). Natural disasters adversely impact children's life as they have the potential to destroy physical structures and injure the child or family members. According to Inoue and colleagues (2018) natural disasters can additionally be considered as an ACE. The purpose of this study was to explore the relationship between PTSD symptoms of students who have experienced a natural disaster (e.g., hurricane exposure) and students’ internalizing and externalizing behaviors. Participants included 75 students from elementary, middle, and high school in a school district in the Southeastern United States. Linear regression showed that PTSD symptoms are significantly correlated with internalizing and externalizing behaviors. However, moderation and interaction effects showed that he type of hurricane exposure did not significantly moderate the relationship between PTSD symptoms and students' internalizing and externalizing behaviors. Implications from these results suggest that trauma-informed strategies are needed for students that are exposed to a traumatic event.

No description available.

Adult depression is a common consequence of adverse childhood experience. There is also a higher likelihood of being affected by economic burdens after having expierienced a traumatic event in childhood. As depression has been associated with economic burden, these long-term sequelae of childhood adversity are likely to interact. We investigated depression and economic consequences, such as unemployment, lower level of education, lower income as long term sequelae of adverse childhood experiences in adulthood and their interaction. Childhood Maltreatment was measured by the German version of the Adverse Childhood Experience (ACE) questionnaire. Depression was measured by the Patient Health Questionnaire (PHQ-2). Logistic regressions were applied to investigate the risks of suffering economic burdens, with depression as a moderator. Depressive symptoms increased with the number of ACEs and were highest in those reporting four or more ACEs, especially amongst those who experienced sexual and emotional abuse, as well as neglect. Moderation analysis showed a significant effect of depression incresing almost all economic burdens. Migration background additionally increased the risk of unemployment and working in a blue-collar job. Female gender decreased the risk of unemployment and working in a blue-collar job, but increased the risk of low income and part-time employment. The moderation effect of depression increased the negative impact of exposure to multiple ACEs on economic life in adulthood. Prevention of ACEs and early intervention are needed to prevent the mental health and economic consequences.

No description available.

No description available.

Bakgrund: Elever upplever traumatiska barndomsupplevelser (TBU) som påverkar förmågan att hantera livet som barn och vuxen. Det är angeläget att upptäcka och identifiera elever med TBU eftersom de har rätt till skydd, rehabilitering och social återanpassning. Uppgiften är central i skolsköterskans hälsofrämjande roll. Syfte: Undersöka hur skolsköterskor arbetar med att upptäcka och identifiera traumatiska barndomsupplevelser hos elever. Metod: En retrospektiv enkätstudie användes och 100 skolsköterskor lämnade sina svar mellan 20 februari och 21 mars. Nästan alla hade specialistsjuksköterskeutbildning. Resultat: Frågor om TBU ställdes av 66 % och 34 % gjorde det inte. Majoriteten frågade muntligt. Frågan om TBU fanns i skolans hälsoenkät hos 38 % och en använde validerade formulär för att upptäcka och identifiera TBU. Av samtliga respondenter ville 78 % lära sig använda Barnafrids validerade formulär för att upptäcka och identifiera TBU. Konklusion: Många frågar om TBU men en tredjedel gör det inte. Mindre än hälften hade frågor i skolans hälsoenkät. Få kände till att validerade formulär kunde hjälpa till i arbetet med TBU och användes av en. Skolsköterskor, vårdgivare, lärosäten och forskare kan tillsammans utveckla systematisk screening av TBU. Det främjar elevers hälsa, välbefinnande och möjlighet att nå utbildningens mål. / Background: Students experience adverse childhood experiences (ACE) that affect the ability to cope with life as a child and as an adult. It's important to detect and identify ACE because students have the right to protection, rehabilitation and social reintegration. This task is central for school nurse’s health promoting role.  Aim: To investigate how school nurses’ work to detect and identify ACE in students.  Method: A retrospective survey study was used and 100 school nurses provided their responses between 20 February and 21 March. Almost all had specialist nursing training.  Findings: Questions about ACE were asked by 66% and 34% did not. A majority asked verbally. ACE questions was present in 38 % of the school health questionnaire. One used validated form and of all 78% wanted to learn how to use validated form to detect and identify ACE.  Conclusion: School nurses ask about ACE but a third do not. Less than half had questions in the school health questionnaire and few knew that validated forms could help in the work with ACE. School nurses, healthcare providers, universities and researchers can together develop systematic screening for ACE. It promotes students' health, wellbeing and the opportunity to reach the goals of the education.

The empirical investigation of adverse childhood events (ACEs) and their relationship with health and well-being outcomes in later life is increasing. Less is known about factors that may promote resilience for those who have survived such challenges, such as how resilience may be facilitated for those with ACEs residing in a marginalized region such as South Central Appalachia. Multidimensional spirituality, social support, stigma related to ACEs, and Appalachian acculturation may serve as both valid cultural factors and potential indicators of resilience. Cross-sectional, simultaneous multiple regression analysis was performed on data collected from 272 adult patients of a South Central Appalachian based medically assisted treatment (MAT) program utilizing PROCESS macro (Hayes, 2018). Participants were 53.8% male, 94.4% Caucasian, 44.9% aged 35-50 years old, and 63.6% employed. Endorsement of increased spirituality was helpful for those in MAT in South Central Appalachia who self-reported ACEs. However, as one endorsed an increasing number of ACEs, spirituality was no longer salient but instead was associated with worsened health outcomes and lessened hope. The three dimensions of spirituality (Ritualistic, Theistic, and Existential) moderated these relationships in similar but nuanced ways. Social support, on the other hand, improved mental health regardless of ACE score. Stigma and Appalachian acculturation were only related to other variables at the bivariate level but not within the hypothesized moderation model. Our study offers preliminary insight into culturally relevant resilience within South Central Appalachia, however additional investigation is needed to better understand the complex facets of health and well-being outcomes in this marginalized region.

Children and adolescents that reappear for investigation in the Child Protective Services (CPS) can be interpreted as an issue for the social services ambitions to provide service for potential families in need of assistance. This study was based on information gathered from social workers investigating the situation for 882 children during two months, in two municipalities in Sweden. The aim of the study was to investigate the relationship between adverse childhood experiences and being the subject of more than one previous investigation at the CPS. The study provides an estimate of the likelihood of  being the subject of more than one previous investigation. Results show that certain adversities concerning the child and in the family situation increased the odds of having been exposed to several investigations. Findings from the study also show that the risk of being investigated several times increases incrementally with accumulated adverse childhood experiences.