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Trauma-informed music education is an emerging research area receiving increased attention among music educators, music teacher educators, and researchers. The purpose of this qualitative single case study was to examine one middle school trauma-informed music program. Located in a large urban city of the Northeast region in the United States, Wish Middle School (pseudonym) is an independent Title I school. An educational provider, partner, and resource center for the local community, the school’s philosophy centers on trauma-informed education for all students with the mission to serve any middle school-aged student who resides within the school’s neighborhood. Data were collected over four months during the 2021-2022 academic school year. Data sources included interviews with current students, teachers, and administrators, classroom observations, and artifacts. Many of the findings from student-, teacher-, and administrator-participant data, align with existing music education research in student-center learning, social-emotional learning, teacher-student relationships, and caring learning environments. To add to extant literature, this study’s findings inform a more complete definition of trauma-informed music education, one focused on how music teachers and students interact and co-exist in a music classroom within a trauma-informed school. Music education that is trauma-informed at Wish Middle School requires both students and the music teacher to work together, informing, and responding to each other. I propose a working definition of trauma-informed music education in this study that includes (a) music teachers who develop an affirmative and proactive perspective on student growth through individualized instruction and foster a positive student-teacher relationship; (b) classroom experiences that balance students’ self-selected activities and activities that pose encouraging and empowering challenges to students; and (c) curriculum design emphasizing students’ preferences and incorporating opportunities for students to connect with each other in a safe learning environment. More research specifically on trauma-informed music education programs is needed to continue addressing the needs of students and teachers. Future research will benefit all music education stakeholders by developing evidence-based studies to better understand and further define a trauma-informed music education framework. / Music Education

During the last decade, there has been growing international interest in generating new knowledge regarding understanding, developing and evaluating mechanisms that support the use of research evidence by policymakers as a strategy to strengthen health systems in low-and middle-income countries (LMICs). This thesis contributes to this knowledge through three original scientific contributions that employ a mixed methods approach, with the goal of supporting the use of research evidence in the Colombian health system. Specifically, in the chapters I present: 1) the development of an analytical schema that explains the conceptualization of the Colombian government, research funder and universities of an evidence-informed health system; 2) two case studies that explain whether and how political factors influenced the role of research evidence in the agenda-setting and policy-development stages of two past health policy decisions in Colombia; and 3) a protocol for a randomized controlled trial evaluating the effectiveness of a multifaceted intervention in increasing the utilization of an evidence service and the intention to use synthesized research evidence by policy advisors and analysts at the Colombian Ministry of Health. As a whole, the chapters presented in this thesis provide substantive, methodological and disciplinary contributions to the field of health systems research and particularly to the study of efforts that aim to support evidence-informed policy in LMICs. They also help to provide insights that can be utilized to support a more nuanced approach to the use of research evidence in LMICs that takes into account the many factors that can influence health system policymaking. Ideally, this will help those engaged in developing mechanisms to support the use of research evidence in the policy process, and contribute to stronger health systems across the world. / Thesis / Candidate in Philosophy

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Abstract available in the Annals of Behavioral Medicine.

Background: Disadvantaged social, economic, and environmental factors create Adverse Childhood Experiences (ACEs), which can harm a child’s developing brain and have lasting effects on health. These experiences range from physical, emotional, or sexual abuse to parental divorce or substance abuse. Afflicted children have a significantly increased risk of behavioral and health issues later in childhood, as well as adult onset chronic health problems. We hypothesize that primary care ACEs screening, intervention by a primary care-behavior health care integrated care team, and referrals for parenting support and resources will be feasible, acceptable, and beneficial from parent and provider perspectives. Methods: Parents with an ACE score of four or higher at the one-month checkup will be offered The Incredible Years interactive video intervention during checkups through 9 months of age. Parents or children with an ACE score of four or higher at the 1-4 year well child visits will be referred to participate in Nurturing Parenting group visits provided by a partnering community agency. Both programs are evidence-based, family-centered trauma-informed programs supporting positive child rearing practices. Process and outcome variables will be assessed using surveys administered after patient screening and following each program session, and primary care providers will be surveyed at the end of the project period. Process and outcome measures include; number of families screened for ACEs, number referred to parenting programs, the number of program sessions completed and attendance and changes in selfassessed parenting competence. This study will demonstrate the feasibility of integrating traumainformed practices into primary pediatric care, document an increase in referrals to community support services and document an increase in self assessed parenting competence among parents who have suffered 4 or more ACEs. Results: Preliminary survey results show that families evaluate the process of undergoing ACEs screening and follow up discussion with providers in a favorable manner. Additionally, families with elevated ACEs scores that meet criteria for additional interventions, received the corresponding program in as acceptable and appropriate. Provider surveys are forthcoming, however the additional screening, intervention provided by the Behavioral Health Team, and feasibility survey collection has not affected the clinic’s productivity or delayed patient care. Upon initially starting screening and survey administration at clinic, an error was noted in the reporting of ACEs screening results in the EMR. Data collection was delayed while the EMR function was edited by IT administrator. Conclusions: Our multidisciplinary team will continue to collect data and continue to evaluate and streamline all aspects of the project in order to enhance the care of our patients and families. Additionally, will evaluate concerns and recommendations noted with provider administration survey at conclusion of data collection.

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No description available.

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.

Trauma, and or traumatic events affect two-thirds of individuals in the United States (Marsac et al., 2016). Individuals diagnosed with Autism Spectrum Disorder (ASD) are more vulnerable to trauma because of their social communication and emotional regulatory deficits (Kerns, 2015). With no field standard for treating clients who have trauma in the field of ABA, the present study investigated if when a practicing BCBA participates in a Trauma-Informed Care (TIC) training they will gain skill and knowledge of TIC to better treat their clients with trauma. This study utilized a CE on the CuspEmergence website created by Dr. Camile Kolu titled “Introduction to Ethics of Trauma-Informed Behavior Analysis”. Participants completed the entire training, a total of four chapters, and results indicated that through the use of a TIC training BCBA’s were able to demonstrate an increase in both skill and knowledge of TIC.