Growing evidence of the health risks associated with adverse childhood experiences (ACEs) has prompted public health and community initiatives to promote awareness, detection, and responses that are trauma informed. Nationwide programs to integrate trauma-informed care into education, health care, and child serving agencies, have thus far led to the proposal and advancement of trauma-informed policies and practices in many communities. While Mississippi agencies include trauma-specific intervention and training, statewide ACEs initiatives and relevant data are still limited. This project aimed to contribute to the larger goal of a statewide trauma-informed paradigm shift, by increasing ACEs awareness and developing recommendations for the integration of such research into programs aimed at serving vulnerable populations. Sixty-one child-serving professionals participated in adversity and resilience training (ART), a 3-hour workshop addressing childhood adversity, traumatic stress, resilience, and secondary traumatization. Outcomes measured were changes in trauma knowledge, trauma informed attitudes, attributions regarding difficult child-behaviors, and secondary trauma knowledge and self-care. Participants also provided ratings on a training evaluation survey. There were significant changes in trauma knowledge (F(1,22) = 6.418, p = .000, ηρ2 = .226) and trauma-informed attitudes (F(1,22) = 11.014, p = .003, ηρ2 = .334) between pre- and post-training. Training evaluations were generally positive (M = 4.61, SD = 0.13, on a 1 to 5 Likert scale). The current study contributes to the research an evaluation of a training intervention that offers feasible strategies for scalable training and assessment of outcomes.

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The decision to drop out of high school can affect a person's life in many ways, as lifetime earnings, employment options, overall health, and the probability of incarceration are all negatively influenced when students drop out of school. The purpose of this qualitative case study was to investigate the perceptions of faculty, staff, parents, and high school graduates regarding factors leading to the high graduation rates of students in a dropout prevention program during the 2017–2018 and 2018–2019 school years. A total of 15 one-on-one interviews were conducted to collect data around participants' perceptions of how the application process; onboarding and orientation program; academic progress monitoring and interventions; and social, emotional, and mental health supports contributed to the program's high graduation rate. Data were reviewed, analyzed, and coded, resulting in emerging themes across the data set. Themes were then synthesized and aggregated into four findings. Findings indicated the advisor role and the student–advisor relationship, staff training in trauma-informed practices, staff collaboration, and providing a flexible and responsive program structure were factors influencing the high graduation rate of students in this dropout prevention program. These findings were used to develop four corresponding implications for district and school leaders to create and maintain structures where students are supported by at least one trusted adult, provide meaningful and consistent trauma-informed professional learning, create an environment where staff collaboration around student needs is a priority, and provide flexible schedules and options for students to positively affect student graduation from alternative educational settings. / Doctor of Education / The decision to drop out of high school can affect a person's life in many ways, as lifetime earnings, employment options, overall health, and the probability of incarceration are all negatively influenced when students drop out of school. The purpose of this qualitative case study was to investigate the perceptions of faculty, staff, parents, and high school graduates regarding factors leading to the high graduation rates of students in a dropout prevention program during the 2017–2018 and 2018–2019 school years. A total of 15 one-on-one interviews were conducted to collect data around participants' perceptions of how the application process; onboarding and orientation program; academic progress monitoring and interventions; and social, emotional, and mental health supports contributed to the program's high graduation rate. Data were reviewed, analyzed, and coded, resulting in emerging themes across the data set. Themes were then synthesized and aggregated into four findings. Findings indicated the advisor role and the student–advisor relationship, staff training in trauma-informed practices, staff collaboration, and providing a flexible and responsive program structure were factors influencing the high graduation rate of students in this dropout prevention program. These findings were used to develop four corresponding implications for district and school leaders to create and maintain structures where students are supported by at least one trusted adult, provide meaningful and consistent trauma-informed professional learning, create an environment where staff collaboration around student needs is a priority, and provide flexible schedules and options for students to positively affect student graduation from alternative educational settings.

Yes / This paper investigates the influence that information asymmetry may possess upon the future volatility, liquidity, market toxicity and returns within cryptocurrency markets. We use the adverse selection component of the effective spread as a proxy for overall information asymmetry. Using order and trade data from the Bitfinex Exchange, we first document statistically significant adverse selection costs for major cryptocurrencies. Our results also suggest that adverse selection costs, on average, correspond to ten percent of the estimated effective spread, indicating an economically significant impact of adverse selection risk on transaction costs in cryptocurrency markets. We finally document that adverse selection costs are important predictors of intraday volatility, liquidity, market toxicity, and returns. / Türkiye Bilimler Akademisi. Grant Number: Outstanding Young Scientist. / The full-text of this article will be released for public view at the end of the publisher embargo on 11 Jan 2025.

Romantic breakups are common life experiences that often lead to psychological distress, such as symptoms of depression and anxiety and, for certain individuals, post-traumatic stress symptoms. Given the influence of relationships in our lives, it is unsurprising how distressing such a loss can be. Despite relational distress being a common presenting problem, limited research exists examining how to mitigate distress experienced following a romantic breakup best effectively. Furthermore, although previous research has indicated that individuals following romantic breakups can experience symptoms of post-traumatic stress, limited analytical attention has been given to how trauma-focused therapeutic interventions could be used in the treatment of this distress. Considering these gaps, this research study sought to add to the literature by (a) providing a theoretical framework for conceptualizing romantic breakups as small “t” traumas, thus benefiting from trauma-informed treatment approaches, and (b) by utilizing a small n experimental design to examine the influence of the trauma-informed treatment approach, group Eye Movement Desensitization and Reprocessing (GTEP) on mitigating psychological distress following romantic breakups in college students. The results of this study, though limited, are twofold. First, the results indicated that individuals may indeed experience post-traumatic stress symptoms following breakups. Secondly, GTEP may positively influence post-traumatic stress symptoms related to experiencing a romantic breakup.

The purpose of this study was to investigate student preferences for content, timing, and method of informed consent within counselor education programs. Participants included 115 students enrolled in counseling internship courses at six counseling programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Participants completed the Informed Consent Preferences Questionnaire (ICPQ), an instrument designed specifically for this study through systematic instrumentation development. Descriptive statistics highlighted participants' moderate to high ratings of perceived importance for an array of suggested content pieces for student informed consent. Participants varied among themselves and between items in relation to preferred timing of informed consent, and they consistently reported a desire for student informed consent to be facilitated through a combination of both oral and written methods. Results of exploratory factor analysis revealed a simple eight-factor structure within the ICPQ and suggested strong internal reliability. Correlations for participant scale scores for the eight factors revealed a variety of small to medium correlations. Results from t-test and one-way analysis of variances (ANOVA) indicated that participant preferences did not vary according to demographic variables. Finally, participants' qualitative responses revealed high levels of support for student informed consent. Findings of this study may aid counselor educators in evaluating current program informed consent practices. As a result of evaluation, counselor educators can affirm existing, and/or design new informed consent practices that accurately reflect the needs and desires of counseling students. Future researchers may also utilize the results to guide additional studies related to the practice of student informed consent.

Title from title page of PDF (University of Missouri--St. Louis, viewed March 9, 2010). Includes bibliographical references (p. 52-61).

Thesis (M.S.)--University of Michigan, 2004. / Includes bibliographical references.

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