The Trauma Center at Justice Resource Institute

Brookline, MA, United States

The Trauma Center at Justice Resource Institute

Brookline, MA, United States
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Hopper E.K.,The Trauma Center at Justice Resource Institute
Journal of Child and Adolescent Trauma | Year: 2017

Human trafficking in children is often part of a larger constellation of childhood adversity. Many trafficked youth have been exposed to multiple layers of traumatic stress, including physical, sexual, and/or verbal abuse; witnessing violence; emotional neglect; and family dysfunction. This paper is a qualitative analysis of the charts of 32 youth who were sex trafficked as minors, including both foreign national and domestic youth. It explores their history of early adversity and polyvictimization and reviews common coercive strategies used by the traffickers, including manipulation of these children’s unmet physical and emotional needs. It identifies developmental trauma adaptations in these youth, including affect dysregulation and impulsivity; alterations in attention and consciousness; issues in interpersonal relationships; and impairments in self-perception and attributions. It concludes with recommendations based on these findings, including the development of developmentally and culturally appropriate trauma-informed services for sex trafficked children and youth. © 2016, Springer International Publishing.


Bartlett J.D.,University of Massachusetts Medical School | Bartlett J.D.,Harvard University | Barto B.,LUK Inc. | Griffin J.L.,University of Massachusetts Medical School | And 2 more authors.
Child Maltreatment | Year: 2015

Child maltreatment is a serious public health concern, and its detrimental effects can be compounded by traumatic experiences associated with the child welfare (CW) system. Trauma-informed care (TIC) is a promising strategy for addressing traumatized children’s needs, but research on the impact of TIC in CW is limited. This study examines initial findings of the Massachusetts Child Trauma Project, a statewide TIC initiative in the CW system and mental health network. After 1 year of implementation, Trauma-Informed Leadership Teams in CW offices emerged as key structures for TIC systems integration, and mental health providers’ participation in evidence-based treatment (EBT) learning collaboratives was linked to improvements in trauma-informed individual and agency practices. After approximately 6 months of EBT treatment, children had fewer posttraumatic symptoms and behavior problems compared to baseline. Barriers to TIC that emerged included scarce resources for trauma-related work in the CW agency and few mental providers providing EBTs to young children. Future research might explore variations in TIC across service system components as well as the potential for differential effects across EBT models disseminated through TIC. © 2015, © The Author(s) 2015.


PubMed | Boston Medical Center, LUK Inc., University of Massachusetts Medical School and The Trauma Center at Justice Resource Institute
Type: Journal Article | Journal: Child maltreatment | Year: 2016

Child maltreatment is a serious public health concern, and its detrimental effects can be compounded by traumatic experiences associated with the child welfare (CW) system. Trauma-informed care (TIC) is a promising strategy for addressing traumatized childrens needs, but research on the impact of TIC in CW is limited. This study examines initial findings of the Massachusetts Child Trauma Project, a statewide TIC initiative in the CW system and mental health network. After 1 year of implementation, Trauma-Informed Leadership Teams in CW offices emerged as key structures for TIC systems integration, and mental health providers participation in evidence-based treatment (EBT) learning collaboratives was linked to improvements in trauma-informed individual and agency practices. After approximately 6 months of EBT treatment, children had fewer posttraumatic symptoms and behavior problems compared to baseline. Barriers to TIC that emerged included scarce resources for trauma-related work in the CW agency and few mental providers providing EBTs to young children. Future research might explore variations in TIC across service system components as well as the potential for differential effects across EBT models disseminated through TIC.


D'Andrea W.,The New School | Ford J.,University of Connecticut | Stolbach B.,La Rabida Childrens Hospital | Spinazzola J.,The Trauma Center at Justice Resource Institute | van der Kolk B.A.,The Trauma Center at Justice Resource Institute
American Journal of Orthopsychiatry | Year: 2012

Childhood exposure to victimization is prevalent and has been shown to contribute to significant immediate and long-term psychological distress and functional impairment. Children exposed to interpersonal victimization often meet criteria for psychiatric disorders other than posttraumatic stress disorder (PTSD). Therefore, this article summarizes research that suggests directions for broadening current diagnostic conceptualizations for victimized children, focusing on findings regarding victimization, the prevalence of a variety of psychiatric symptoms related to affect and behavior dysregulation, disturbances of consciousness and cognition, alterations in attribution and schema, and interpersonal impairment. A wide range of symptoms is common in victimized children. As a result, in the current psychiatric nosology, multiple comorbid diagnoses are necessary-but not necessarily accurate-to describe many victimized children, potentially leading to both undertreatment and overtreatment. Related findings regarding biological correlates of childhood victimization and the treatment outcome literature are also reviewed. Recommendations for future research aimed at enhancing diagnosis and treatment of victimized children are provided. © 2012 American Orthopsychiatric Association.


Hodgdon H.B.,The Trauma Center at Justice Resource Institute | Blaustein M.,The Trauma Center at Justice Resource Institute | Kinniburgh K.,The Trauma Center at Justice Resource Institute | Peterson M.L.,Bethany Christian Services | Spinazzola J.,The Trauma Center at Justice Resource Institute
Journal of Child and Adolescent Trauma | Year: 2016

This project describes application of an evidenced-based, trauma-informed treatment framework, Attachment, Regulation and Competency (ARC), with adopted children impacted by complex trauma and their caregivers. Results demonstrate that ARC treatment was associated with significant decreases in child symptoms and caregiver stress from pre- to post-treatment, which were maintained over a 12-month follow up period. Preliminary findings contribute to an emerging empirical basis for the ARC model and are supportive of its clinical utility as a practice with adopted children. Next steps include; a) expanding study findings by conducting controlled efficacy research, b) examining the transaction between child and caregiver factors as agents of change, and c) conducting longitudinal research of children and families receiving ARC to more deeply examine impact on resiliency. © 2015, Springer International Publishing.


Tishelman A.C.,Harvard University | Tishelman A.C.,Childrens Hospital Boston | Haney P.,Boston College | Blaustein M.E.,The Trauma Center at Justice Resource Institute
Journal of Child and Adolescent Trauma | Year: 2010

Despite an increased recognition of the prevalence of exposure to traumatic stress in the lives of children, relatively little attention has been devoted to their socioemotional functioning and learning experiences at school. This article identifies a framework for trauma-informed psychological evaluation practices adapted to a school setting to facilitate the development of intervention strategies to account for trauma-related obstacles to learning. Specifically, the goals of the current article include the following: (a) to provide a discussion of critical considerations or roadblocks that create challenges for the assessment of traumatized children at school, (b) to identify several primary functional domains in which children manifest trauma-related difficulties at school, (c) to identify core issues that characterize each functional domain, and (d) to propose a general framework for evaluating these issues. © Taylor & Francis Group, LLC.

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