Overview
Adverse childhood experiences (ACEs) are highly prevalent among children in the United States (U.S.) (Bethell et al., 2017). ACEs can affect brain development in children, which can lead to difficultly in learning, attention, and regulating emotions (Centers for Disease Control and Prevention [CDC], 2020). ACEs disproportionately affect children that come from households experiencing poverty (Bethell et al., 2017). At three local Gainesville high schools, more than one in three students are economically disadvantaged, putting these children at high risk of experiencing ACEs (U.S. News, 2018). This program intends to address this need by building upon the existing relationship between coaches and youth athletes and equipping coaches with the tools to identify and heal trauma in their students. The goal of this program is to minimize the impact of the adverse health outcomes associated with ACEs. Through screening and trauma-informed activities designed to build resilience, students' athletic and academic performance should improve while reducing suspensions and other behavioral referrals.
Public Health Framework
This intervention would help to move Gainesville high school youth sports programs through the Continuum of Change, as explained in the Trauma-Informed Philanthropy guide (2016). The activities and goals of this program would take youth sports programs from being unaware of trauma and its impacts to trauma-informed. This program takes an upstream approach by addressing ACEs early in an effort to prevent further ACEs and reduce incidence of the adverse health outcomes associated with ACEs. Additionally, this program recognizes that health is more than just the absence of disease by addressing emotional and behavioral health factors. This program promotes systemic change by implementing a multi-level approach within the public school system. This pilot program will test a new model with hopes of being scaled up to the broader Gainesville youth sport community. This program addresses trauma across multiple sectors including behavioral health, child welfare, and education.
Primarily, this program aligns with the secondary level of prevention, as participants will be screened for ACEs (Philanthropy Network Greater Philadelphia, 2016). There are also aspects of tertiary prevention, as the program will include trauma-informed curriculum and activities to reduce risk of negative outcomes from past trauma experiences (Philanthropy Network Greater Philadelphia, 2016). Since this is a high-risk population for ACEs, the intervention is aimed at early detection, healing past trauma, reducing the adverse impacts of ACEs on physical, emotional, and behavioral health, and preventing the future occurrence of ACEs.
Levels of Social-Ecological Model
This intervention will focus on the individual, relationship, and community levels of the CDC’s (2019) Social-Ecological Model (SEM). The individual level is addressed through the trauma-informed curriculum and activities aimed at helping participants heal from past trauma. The education and skill-building offered through this program will empower youth athletes to build resilience and make lifestyle improvements in their academic and athletic performance, behavior, and health. The relationship level is addressed by capitalizing on the existing relationship between coaches and youth athletes, equipping coaches with the tools to identify and heal trauma in their students, and providing unstructured social time to further build connections. Since this program serves minors, families will be involved at all stages of the intervention to obtain consent, provide support, increase buy-in, and influence positive behavior change. The community level is addressed as this program will take place in a school setting, providing a safe space outside the home for youth athletes to learn and play. Further, with the goal of implementing this program throughout the broader Gainesville youth sport community, intervention at this level could lead to the development of a trauma-informed community.
While it is important to incorporate all levels of the SEM in programs designed to address ACEs, the individual, relationship, and community levels were selected to maximize success in achieving program goals while acknowledging what is feasibly attainable within the organizational capacity. By addressing multiple levels of the SEM, this project will be more effective than interventions that only address one level (CDC, 2019).
Trauma-Informed Principles Your Grant Will Utilize
SAMHSA’s trauma-informed principles will be incorporated into all levels of program development and implementation (Philanthropy Network Greater Philadelphia, 2016). To ensure this is done successfully, all program staff will receive trauma-informed training, which addresses the principle of collaboration and mutuality.
The principle of safety will be incorporated into this program by ensuring that all program staff can identify signs of trauma. The program will work carefully to ensure both staff and participants feel safe during onsite visits, team practices, and social activities. Physical spaces should also feel safe, warm, and welcoming.
To establish trustworthiness and transparency, program staff will work to ensure participants and their families understand the project and its goals. Program staff will seek feedback from participants and their families and will ensure program results are shared.
Peer support will be developed through team practices and the opportunity for social gatherings with other program participants. Coaches who might have identified their own ACEs or who might be experiencing vicarious trauma will have program staff and a network of coaches that they can rely on for support.
Empowerment, voice, and choice will be utilized to recognize and validate the existing strengths among the program participants. These strengths will be emphasized as new skills are developed to build resilience.
Cultural, historical, and gender issues will be addressed by ensuring that program curriculum and activities are culturally sensitive and age-appropriate. All program staff will receive training on cultural humility and bias.
References
Centers for Disease Control and Prevention (2019). The Social-Ecological Model: A Framework for Prevention. Retrieved March 21, 2021 from https://www.cdc.gov/violencepr...ecologicalmodel.html
Best High School Rankings. (2018). U.S. News. https://www.usnews.com/educati...lle-high-school-4660
Best High School Rankings. (2018b). U.S. News. https://www.usnews.com/educati...olz-high-school-4666
Best High School Rankings. (2018c). U.S. News. https://www.usnews.com/educati...ide-high-school-4665
Bethell, CD, Davis, MB, Gombojav, N, Stumbo, S, Powers, K. Issue Brief: Adverse Childhood Experiences Among US Children, Child and Adolescent Health Measurement Initiative, Johns Hopkins Bloomberg School of Public Health, October 2017: cahmi.org/projects/adverse-childhood-experiences-aces
Help Youth At Risk for ACEs |Violence Prevention|Injury Center|CDC. (2020, September 8). Centers for Disease Control and Prevention. https://www.cdc.gov/violencepr...p-youth-at-risk.html
Philanthropy Network Greater Philadelphia, Thomas Scattergood Behavioral Health Foundation, and United Way of Greater Philadelphia and Southern New Jersey (2016). Trauma Informed Philanthropy: A Funder’s Resource Guide for Supporting Trauma-Informed Practice in the Delaware Valley
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