Sinead McGilloway

Adequate and stable housing has profound implications for health and wellbeing, including mental health. Thus, increasing the availability of such housing has the potential to save lives and improv...

Nearly a quarter of children worldwide have a parent with mental illness, with impacts on the entire family. Healthcare practitioners can help address the needs of these children and families through family‐focused practice. The aim for this proof‐of‐concept evaluation was to assess the effectiveness and feasibility of a newly developed learning module on the family‐focused EASE© (Engage, Assess, Support, Educate) framework, in an undergraduate nursing program. Changes in students' knowledge and confidence in family‐focused practice were assessed as well as their overall views of the learning module. A pre/post‐online survey was administered to students immediately prior to and 1 week following module delivery. Pre‐surveys were completed by 805 students, with 556 (69%) completing post‐surveys. Students reported significantly greater knowledge and confidence in working with families and using EASE©. Those who read the pre‐reading and had prior experience of working in a mental health service had significantly greater levels of knowledge and confidence. Students with prior experience of working in family services also reported significantly more knowledge. In respect to feasibility, most students (85%) were satisfied with the module. In open‐ended responses ( n = 168), students described the EASE© framework as easy to understand and important to building confidence in family‐focused practice. They acknowledged their limited understandings of child and family needs where parents have mental illness and made recommendations for further development of the module. The findings indicate potential for wider implementation of the EASE© family‐focused module across undergraduate healthcare disciplines and development of attendant learning resources for healthcare practitioners.

Background: Behavioral parenting programs are a primary strategy used to reduce children's conduct problems. Although behavior problems in siblings may co‐occur, behavioral parenting program trials typically report outcomes for one child per family (the index child), with potential program effects on any non‐targeted sibling largely neglected. This study examined co‐occurring patterns of index child and non‐targeted sibling conduct problems, and how parental participation in the Incredible Years (IY) program changes these patterns. Methods: We used individual participant data pooled across three randomized trials of the IY parenting program in England, Wales, and Ireland, with data for the index child and one non‐targeted sibling ( N = 240 families, 480 children; index child: M age = 4.73, SD = 1.44, range 2–9 years, 62% male; non‐targeted sibling: M age = 5.94 years, SD = 3.15, range 6 months−15 years, 49% male). We used latent transition analysis to identify latent classes at both baseline and posttest based on families' combinations of index child and non‐targeted sibling conduct problems. Results: We identified two classes with distinct patterns of co‐occurring sibling dyad conduct problems: one with moderate clinical levels of index child conduct problems and non‐clinical levels for the non‐targeted sibling; and one with severe clinical levels for both children. In terms of the effects of IY, most intervention families maintained their patterns of sibling dyad conduct problems, but with lower levels across classes. Most intervention families reported improvements predominantly for the index child. However, a minority of families with severe baseline levels of conduct problems in both children moved to a class with non‐clinical levels for both children. Conclusions: For most families, IY had limited effects on non‐targeted sibling disruptive behavior. However, IY may reduce co‐occurring sibling conduct problems for a small number of families with initially severe levels in both children.

This chapter introduces the concept of trauma. It examines definitions of trauma and gives examples of the three main categories of trauma – acute, chronic, and complex. Types of stress are discussed (positive, tolerable, and toxic), and the stress response system is outlined in detail. An explanation of how the repeated activation of the stress response system can lead to toxic stress which, in turn, can cause serious harm to children both physically and psychologically is included. Common signs and symptoms of exposure to trauma in children and young people are outlined. The adaptive responses known as hyper and hypo-arousal are explained and how they may present in a classroom situation is explored. A vignette of an eight-year-old boy who had been exposed to traumatic events is presented, which helps the reader to see the stress response in action. The role of hyper and hypo-arousal as “survival strategies” is also explained. The concept of state-dependent functioning is examined as are the concepts of a “window of tolerance,” and the “polyvagal theory.” The Playfulness, Acceptance, Curiosity, and Empathy model is also explained and outlined. The chapter ends with a summary and questions for discussion.

Trauma-Informed Practice in Montessori Classrooms provides important historical and contemporary evidence of the potential for Montessori schools to act as “healing” environments for children and young people. Drawing upon fascinating archival evidence and contemporary trauma theory, it shows how authentic Montessori schools already have the infrastructure to promote and embed trauma-informed practice (TIP) in their classrooms. The book provides cutting-edge, interdisciplinary knowledge on trauma and highlights its potential to negatively impact the emotional, social, and cognitive functioning of children and young people. It explains clearly and precisely the principles of TIP and how historically, these were woven into the fabric of the early Montessori schools, resulting in their reputation as “Case della Salute” or “Health Homes.” The book shows how this almost forgotten “healing” element of Montessori schools can be revived, harnessed, and promoted in ways that would benefit the overall health and well-being of children and young people. This timely book is highly informative, hugely practical, and reader-friendly. It includes features such as boxed chapter objectives, learner outcomes, vignettes, chapter summaries, and questions for group discussion. It provides an invaluable guide for Montessori teachers and students, for home educators using the Montessori approach, and for non-Montessori educators and parents.

This chapter outlines how the six key principles of TIP: safety; trustworthiness and transparency; peer support; empowerment, voice, and choice; collaboration and mutuality; and cultural, historical, and gender issues are naturally incorporated into genuine Montessori schools. Specifically, it shows how Dr. Montessori prioritized the provision of safety cues to children by her recommendations that her teachers use a gentle tone of voice, tender facial expressions, and non-threatening body language to all children especially those affected by trauma. It emphasizes how transparency was always a priority in Dr. Montessori's schools as shown by her invitation to parents and countless visitors to observe the children at work in the Case dei Bambini in Rome and, especially, in the Glass Classroom she erected at the 1915 Panama Pacific International Exposition in San Francisco. The chapter discusses how peer support, collaboration, and empowerment are promoted through having a mixture of age groups and peer teaching as standards in the classrooms. The Montessori response to cultural, historical, and gender issues is discussed. This chapter also discusses how diversity, equity and inclusion (DEI) and anti-bias, anti-racist (ABAR) principles can be responded to in contemporary Montessori schools.

This chapter introduces the reader to trauma-informed practice (TIP) in education. It explains how a TIP approach shifts the perspective of educators away from a deficit lens which focuses on what is wrong with the child toward a trauma-informed lens which focuses on what has happened to the child. TIP is presented as a relationship-based approach that draws on research from neurobiology which shows the centrality of attuned relationships in the healing of trauma. TIP is also presented as a strengths-based approach that seeks to identify the strengths inherent in trauma-affected children and build on them. The chapter emphasizes that TIP works best as a whole-school approach, wherein everyone in the school has a basic understanding of trauma, and its potentially negative impacts, and an understanding of the role that emotionally attuned adults can play in helping children to heal. It presents TIP as an approach that promotes a culture of safety, collaboration, and empowerment. TIP is also presented as an approach that promotes the health of educators by teaching them about their vulnerability to vicarious trauma and their vital need for self-care. Finally, it outlines the necessary steps toward becoming a trauma-informed school.

This chapter outlines Dr. Montessori's “healing” approach. Specifically, it outlines in detail the relational and pedagogical approaches she used to bring psychological healing to adversity experienced and trauma-affected children. It describes how she ensured from the outset that the children felt valued and loved by promoting positive relational interactions between teachers and children, and children and peers. Next, it describes how she implemented a trauma-aware approach by encouraging her teachers to be mindful at all times of the children's possible past exposure to traumatic events. It then outlines the policies and practices Dr. Montessori implemented to ensure that the children felt safe and were safe. These policies included the abolition of punishments and the termination of rewards for compliant behavior. The reduction and virtual elimination of bullying is discussed, as is the use of self-correcting materials, and activities that build on a child's strengths, promoting empowerment. The use of practical life, sensorial, and cultural activities such as music and movement, dance, sculpting, and art, to help children to regulate themselves is discussed. The use of procedural or “muscle memory” to avoid mental strain in trauma-affected children is discussed. A vignette is included.