Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Creating Trauma-Informed Spaces for Youth in Residential Programs

Aimee J. Hackney, Nina R. Graham, Kristine Jolivette, Ph.D., Sara Sanders, Ed.D.
  • Aimee J. Hackney (Author) University of Alabama image/svg+xml
    Aimee J. Hackney is a Project INSPIRE fellow pursuing her Ph.D. at the University of Alabama. Her current research interests include addressing the whole youth (specifically mental and emotional health) in educational settings, social skills instruction, trauma-informed care, and self-regulation strategies.
  • Nina R. Graham (Author) University of Alabama
    Nina R. Graham is a tenth-year special education teacher in Tuscaloosa County, Alabama pursuing an EdS at the University of Alabama. Her current interests are social-emotional learning and transition skills from middle to high school then high school to post-secondary education/independent living.
  • Kristine Jolivette, Ph.D. (Author) University of Alabama
    Kristine Jolivette, Ph.D., is the Paul W. Bryant and Mary Harmon Bryant Endowed Professor at the University of Alabama. Her research focus is emotional/behavioral disorders, multi-tiered systems of support, and adapted academic, social-emotional learning, and behavior tiered supports in juvenile corrections and residential facilities.
  • Sara Sanders, Ed.D. (Author) University of Alabama
    Sara Sanders, Ed.D., is an assistant research professor whose research focus is on academic and social-emotional interventions for students with emotional and behavioral disorders served in residential and juvenile justice facilities.
DOI
https://doi.org/10.64546/jaasep.509
Abstract
A majority of youth in residential facilities such as residential children’s treatment centers and juvenile justice facilities have a history of exposure to traumatic events, contributing to a multitude of long-term mental and physical concerns. Residential facility teachers and staff have the unique opportunity to create trauma-informed spaces - safe, healing environments in all aspects of a youths’ life during their stay. Trauma-informed spaces may help youth develop healthy relationships, build resilience, and increase social and emotional skills, all establishing a foundation for future success in their home, school, and community. This article provides suggestions for incorporating trauma-informed strategies across all spaces of the facility to mitigate the negative effects of trauma using Harris and Fallot’s (2001) five core values of safety, trustworthiness, choice, collaboration, and empowerment.
Keywords
Acoustics, Cooperation, Credibility, Empowerment, Physical Environment, Reliability
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How to Cite
Hackney, A. J., Graham, N. R., Jolivette, K., & Sanders, S. (2023). Creating Trauma-Informed Spaces for Youth in Residential Programs. Journal of the American Academy of Special Education Professionals, 18(1), 32-49. https://doi.org/10.64546/jaasep.509

Winter 2023

Article Information

  • Article Type Articles
  • Submitted December 20, 2022
  • Published February 15, 2023
  • Issue Winter 2023
  • Section Articles
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