Handbook of Adverse Childhood Experiences: A Framework for Collaborative Health Promotion (Issues in Clinical Child Psychology)

This handbook explores ways to unify the study and application of adverse childhood experiences (ACEs) across multiple fields and disciplines, including clinical child and adolescent psychology, school psychology, pediatrics, social work, public health, education, and other health and human services. The book outlines a cohesive framework that organizes critical ACEs concepts throughout individual chapters, highlighting key issues and themes across settings and disciplines as well as gaps in current knowledge. Chapters examine interdisciplinary and collaborative approaches to ACEs and their impact on health and well-being within a specific topic area or setting. In addition, chapters review the foundations and development of the relevant science and provide examples of ACEs research and intervention applications as well as suggestions for continued advancement in this field. Key areas of coverage include: Definition and measurement of ACEs. Theory and models guiding ACEs research and practice. Applications of ACEs science across settings, including healthcare, mental and behavioral health, schools, justice system, and child welfare system. Applications of ACEs to public health and policy issues. Prevention strategies and policy approaches to ACEs. Handbook of Adverse Childhood Experiences is an essential resource for researchers, professors, and graduate students as well as clinicians and related mental health and medical therapists and professionals in developmental and clinical child and adolescent psychology, school psychology, child and adolescent psychiatry, social work, child and family studies, public health, pediatrics, and all interrelated disciplines. Contents Part I: Introducing Adverse Childhood Experiences (ACEs) and Resilience 1: The Past, Present, and Promise of Adverse Childhood Experiences (ACEs) Science Overview of Current Knowledge on ACEs Current Directions in ACEs Research and Practice Definition Assessment Application Developing a Unified ACEs Framework Conclusion References 2: Intergenerational Resilience in the Context of Adverse Childhood Experiences (ACEs) Part I: Overview of the Resilience and Health-Promoting Frameworks The Resilience Framework Definitions, Key Terms, and Models of Resilience The Salutogenic Model of Health Promotion Part II: Opportunities to Promote Resilience Within Pathways of Intergenerational ACEs Positive Childhood Experiences to Adulthood Adjustment The Perinatal Period as a Window to Promote Resilience Against ACEs Clinical Strategies to Help Recovery from and Prevention of ACEs Child–Parent Psychotherapy (CPP) and Perinatal CPP Minding the Baby (MTB) Attachment and Biobehavioral Catch-up (ABC) Part III: Conclusions References Part II: Defining and Measuring Adverse Childhood Experiences (ACEs) 3: Adverse Childhood Experiences (ACEs): An Overview of Definitions, Measures, and Methods Introduction Historical Context of ACEs Defining and Measuring Abstract Concepts Defining and Measuring ACEs Method of Assessment Reliability Concurrent and Predictive Validity Factorial Validity Measurement Invariance Construct, Discriminant, and Content Validity; Sensitivity and Specificity Utility Summary Other Methodological Insights from ACEs Research from 1999 to 2019 Summary of ACEs Research from 1999 to 2019 What Is to Be Done? Define ACEs as a Public Health Tool Define ACEs to Be Treated as Mediators or Outcomes Define ACEs to Facilitate Upstream Interventions Conclusion References 4: Adverse Childhood Experiences (ACEs) Screening and Assessment in Health and Human Service Settings Assessing Adverse Childhood Experiences (ACEs) in Health and Human Service Settings The Why, What, Who, When, Where, and How of ACEs Screening and Assessment Why Do We Need ACEs Screening and Assessment? What are the Components of ACEs Screening and Assessment? Who Should Report on ACEs Exposure? When Should ACEs be Assessed? Where and How Should ACEs Screening Occur? Challenges and Barriers to Effective Assessment Current Status of Assessment Efforts within Health and Human Service Settings Recommendations for ACEs Screening in Health and Human Service Settings Developmental Tailoring of Assessment Methods and Questions Triangulation of Data Sources for ACEs Evaluation Universal Screening and Repeated Monitoring of ACEs Exposures Guidelines and Training for Effective ACEs Screening and Assessment Interdisciplinary Approach to ACEs Assessment and Response References 5: Assessing Adverse Childhood Events (ACEs) in Schools Background and Foundations Development of the Science: ACEs and School Mental Health Current Examples of the Science: School Culture to Support Children with ACEs and Trauma Assessing School Climate and Culture School-Based Mental Health Screening Prevention Efforts Application of the Science: The School Compassionate Culture Analytical Tool for Educators (S-CCATE) and the Childhood-Trauma Learning Collaborative Developing the S-CCATE The S-CCATE in Practice: The Childhood-Trauma Learning Collaborative Informing the C-TLC through the S-CCATE S-CCATE Results in New England Discussion References Part III: Applying the Science of Adverse Childhood Experiences (ACEs) in Health and Human Service Settings 6: Utilizing Adverse Childhood Experiences (ACEs) Science to Inform Health Care in Urban Settings Introduction Responding to Childhood Adversity in Pediatric Health-Care Settings Pediatrician Knowledge and Awareness Acceptability and Feasibility of Screening for Adversity in Pediatrics Recommendations from the American Academy of Pediatrics (AAP) Applications of ACEs Science and Trauma-Informed Care: Example Pediatric Models California ACEs Aware Safe Environment for Every Kid (SEEK) Intermountain Health-Care Process Model Montefiore Medical Group University Hospitals (UH) Rainbow Babies & Children’s Ahuja Rainbow Center for Women and Children Continuous Learning through Embedded Research Continuing Education and Training Screening for Adversity Screening Results Workflow and Expansion of Services Response Protocol On-Site Parenting Groups and Supports Stronger Linkages to Community Services Support for Clinician and Staff Wellness Lessons Learned Suggestions for Continued Advancement of the Field References 7: Transforming the Promise of Pediatric Care: Rationale, Barriers, and Current Practices in Adverse Childhood Experience (ACEs) Screening Why Universally Screen in the First Place? The Importance of Universal Screening for ACEs Using a Two-Generation Lens Overcoming Barriers to Universal ACEs Screening in Pediatrics What Is Happening in Practice? American Academy of Pediatrics (AAP) Guidance Awareness in Tennessee Innovation in California The Health’s Early Roots & Origins (HERO) Study Conclusion References 8: Adverse Childhood Experiences (ACEs): Translation into Action in PK-12 Education Settings Introduction Impact of Adverse Childhood Experiences Education ACEs and School Performance Expanding ACEs Translating ACEs Research into Educational Practice and Policy Trauma-Specific Interventions Trauma-Informed Frameworks Development of Trauma-Informed Practice and Policy Implementation and Outcomes of Trauma-Informed Frameworks Critiques and Evolution Building Systems-Oriented, Resilience-Focused Approaches Remaining Needs and Continued Advancement Conclusion References 9: Adverse Childhood Experiences (ACEs) and Violent Offending Among Juveniles with Justice System Involvement: Theory, Research, and Implications for Policy Introduction ACE–Offending Relationship Criminological Theory Explaining the ACE–Offending Linkage Empirical Findings in Support of the ACE–Crime Association Relationship of ACE to Offense and Victim Types Moderators of the ACE–Crime Relationship ACE–Crime Association Mediators Juvenile Justice System Policy Implications and Best Practices Tier 1: ACE Prevention Tier 2: Screening and Assessment of Clinical Symptomology Related to ACE Exposure Tier 3: Staff Training and Service Referrals Tier 4: Trauma-Specific Treatment Tier 5: System Alignment Limitations and Future Directions Conclusion References Part IV: Applying the Science of Adverse Childhood Experiences (ACEs) to Current Policy and Public Health Issues 10: Clinical Implications of an Immigration-Related Adverse Childhood Experiences (ACEs) Framework for Latinx Children of Immigrant Parents The Immigration-Related Adverse Childhood Experiences Framework Screening for Immigration-Related ACEs Risks and Safeguards of Immigration-Related ACEs Screening Mental Health Provider Considerations and Development Knowledge of Families’ Historical Context Reflection of Provider Privilege and Bias Culturally Humble, Trauma-Informed Practice Interventions for Immigration-Related ACEs Provider Advocacy and Case Management Parent and Family Interventions to Address Immigration-Related ACEs Family Ethnic-Racial and Immigration Socialization Facilitation of Difficult Conversations Between Parents and Children Family-Based Resilience Programs Trauma-Informed Programs for Youth in the Context of Prevention Trauma-Informed Practices for Children in the Context of Treatment The Role of Parents in Trauma-Informed Treatment of Children Conclusion and Future Directions References 11: Historical and Racial Trauma: Adverse Childhood Experiences (ACEs) and Black Americans Introduction Historical Trauma, Racial Trauma, and Adverse Childhood Experiences Historical Trauma Racial Trauma Adverse Childhood Experiences (ACEs) Conceptual Grounding: Historical and Racial Trauma and ACEs Impact of Historical and Racial Trauma and ACEs Interventions and Black Youth: Racial Socialization Theoretical Frameworks That Inform Healing from Race-Based Trauma Interventions to Address the Impact of Race-Related Stress, ACEs, and Trauma Recommendations for Clinicians Working with Black Youth and Adults References 12: Historical and Racial Trauma: Adverse Childhood Experiences (ACEs) and Native Americans Introduction Historical and Racial Trauma Among Native Americans Colonization Boarding Schools Rape/Sexual Assault Legacy of Colonization Historical Trauma Social and Health Disparities, Including ACEs Research on ACEs Among Native Americans State-Based Studies, Including Native Americans Nationally Representative Samples, Including Native Americans Limitations of Existing Research and Future Research Needs Culturally Informed and Evidence-Based Practices and Policies Need for Culturally Based ACEs Risk Measures Need for Culturally Based ACEs Protective Measures Reducing ACEs by Increasing Tribal Sovereignty Reducing ACEs by Supporting Tribal Institutions Reducing ACEs by Using Culturally Informed Responses Reducing ACEs by Training Non-Tribal Stakeholders/Responders Conclusion References 13: Adverse Childhood Experiences (ACEs) and the COVID-19 Pandemic ACEs and COVID-19 COVID-19 as an Adverse Childhood Experience Correlation Between Economic Down Turns and Child Maltreatment Increases in Child Abuse The Traumatic Death of 6.6 Million People and Counting The Loss of Resilience: How COVID-19 Has Stripped Ritual and Resilience from Individuals, Families, and Communities The End of Support: The Adversity of Ending Financial Support and Eviction Protection Overview of Syndemics Racism as a Public Health Crisis How Racism Explains and Exacerbates the ACEs/COVID Picture Barriers to Accessing Health and Social Services Unequal Health Outcomes Social and Economic Challenges Public Health Interventions and ACEs School-Based Health Centers COVID-19 and Disaster Response Trauma-Informed Interventions The Need for Future Research References Part V: Prevention, Policy, and Future Directions 14: Understanding Social and Structural Determinants of Health and the Primary Prevention of Adverse Childhood Experiences (ACEs) Social Determinants of Health (SDOH) Policy Approaches to Preventing ACEs and Their Sequalae Strengthening Household Financial Security Housing Assistance and Supports High-Quality Childcare and Early Education Education and Juvenile Justice Policies Access to Social Services Community-Organizing Strategies to Create Social Change Transformational Narrative Change as a Strategy to Increase Support for Social Change Enacting Narrative Change Conclusion References 15: A National Approach to Preventing Adverse Childhood Experiences (ACEs): Findings from Two Federal Initiatives Introduction Application of Science to Practice Essentials for Childhood Framework CDC’s Technical Packages and ACEs Resource Document Preventing Aces Through Two Funding Initiatives Essentials for Childhood (EfC) Preventing Adverse Experience: Data to Action Program (PACE: D2A) Initiative Implementation at the State and Local Levels State-Level Coordination and Collaboration State-Level Support for Prevention Practices Alignment of State and Local-Level Activities Impact of the Current Environment on ACEs Prevention Data to Action: Access and Use of Data Use and Enhancement of Surveillance Systems to Track ACEs Data Sources Utilized to Track CAN and ACEs Program Evaluation Activities The Measurement of Program Outcomes and Indicators to Prevent ACEs Use of Data Implications and Future Directions Conclusion References 16: Translating the Science of Adverse Childhood Experiences (ACEs): A Guide for Psychologists to Engage the Policymaker Introduction Brief Review of Key Child Welfare Policies Affecting Children Facing Adversity Substance Abuse and Child Welfare Human Trafficking and Exploitation “Traditional” Child Welfare Other Recent Issues in Child Welfare Summary of Policy Trends Impediments and Opportunities to Closing the Science–Policy Gap What Is Known About the Successful Strategies for Influencing Policy? Key Concepts for Maximizing Scientist Impact on Policymakers Bringing It All Together: The ERACE Program (a Hypothetical Example) Conclusions References 17: A Framework for Unifying and Advancing the Science and Application of Adverse Childhood Experiences (ACEs) Essential Elements and the ACEs Framework Definition (What) Purpose (Why) Assessment (How) Population (Who) Setting (Where) Stage (When) Conclusions and Future Directions for the ACEs Framework References Index