Trauma Systems Therapy in Residential Settings: Improving Emotion Regulation and the Social Environment of Traumatized Children and Youth in Congregate Care

Although abundant evidence exists indicating the prevalence of trauma exposure among youth in residential care, few models exist for creating trauma-informed milieu treatment. This article outlines the problem and describes the implementation of Trauma Systems Therapy (TST) in three residential centers. TST is unique in emphasizing youth emotions and behaviors as well as the role a distressed or threatening social environment may play in keeping a traumatized youth in a dysregulated state. This dual emphasis makes TST specifically appropriate to implementation in congregate care, focusing assessment and intervention strategies on both clinical treatment and the functioning of the therapeutic milieu itself. Data are reported on incidents of the use of physical restraint; numbers of disrupted foster care placements following discharge from residential treatment; and scores on psychometric measures of children’s functioning and emotion regulation capacity. Knowledge gained through TST implementation in these three residential centers has important implications for developing a model of trauma-informed congregate care.     

Serotonin: What role has it in the making of a “Rotten apple”

Summary It has been suggested that social feedback causes increases and decreases in serotonin levels. This constant variation determines and individual’s current level of self-esteem. Increases in serotonin have been associated with a rise in an individual’s expectations and drive to achieve success. On the other hand, a lowered level of serotonin may cause an individual to act out inappropriately and to have a lowered expectation of themselves. When the serotonin level functions as it should, it allows individuals to cope in difficult situations and excel in positive endeavors. Some with low serotonin levels seek out alcohol or other drugs to temporarily raise serotonin levels to achieve the felling of euphoria and well-being but this is only temporary. This could explain how some people become psychologically addicted when they fell they need assistance to maintain the felling that all is well.     

Broken Promises or Selective Memory Planning? A National Picture of HOPE VI Plans and Realities

Government efforts to redevelop public housing often face a contentious gap between plans and realities. This paper compares 2014 U.S. Department of Housing and Urban Development (HUD) administrative data on housing unit counts and unit mixes for all 260 developments receiving Housing Opportunities for People Everywhere (HOPE VI) revitalization grants with data provided in the original HOPE VI grant award announcements. We find that HUD records undercount approximately 11,500 once-proposed units. The biggest changes were a 29% decline in the number of market-rate units and a 40% decline in homeownership units. The chief shortfall during implementation, therefore, was not with public housing units (although the HOPE VI program as a whole did trigger an overall decline of such units). To help elucidate the dynamics at play when the unit allocation shifts between initial grant award and implemented project, we include a series of five brief case studies that illustrate several types of unit change. Interviews with HUD staff confirm the baseline for record-keeping shifted during implementation once project economic feasibility became clearer; adherence to original unit mix proposals remained secondary. HUD prioritized its accountability to Congress and developers over its public law accountability to build the projects initially proposed to local community residents. Although these changes have sometimes been interpreted as broken promises, it is even clearer that HUD’s monitoring system exemplifies what we call Selective Memory Planning: when planners and policy makers, willfully or not, selectively ignore elements of previous plans in favor of new plans that are easier to achieve.     

Teaching Race and Social Justice at a Predominantly White Institution

At our predominantly white university, students often shy away from controversial conversations. How can the classroom encourage students to value and engage in potentially explosive conversations? We develop a concept of “empathic scaffolding” to articulate an approach that integrates diversity and inclusion into the classroom. Empathic scaffolding structures content and pedagogy in a way that strategically expands students’ zones of comfort, starting with very personal experiences with the material and expanding to include broader groups of people and course concepts. Understanding and engaging with these concentric circles of students’ relationships to the course material is crucial if students are to hear and engage with voices to which they may have limited exposure. This article documents the best practices of implementing empathic scaffolding in the realms of content and pedagogy, offering a toolkit for professors to critically engage conversations about race and social justice.     

The content of suicide notes from attempters and completers

A study of the content of suicide notes from attempted suicides and completed suicides was conducted using the Linguistic Inquiry and Word Count (LIWC) text analysis program. Notes from completed suicides had fewer metaphysical references, more future tense verbs, more social references (to others) and more positive emotions than did the notes from attempted suicides. The implications of these results were discussed.     

School Disengagement as a Predictor of Dropout, Delinquency, and Problem Substance Use During Adolescence and Early Adulthood

Over the past 5 years, a great deal of attention has been paid to the development of early warning systems for dropout prevention. These warning systems use a set of indicators based on official school records to identify youth at risk for dropout and then appropriately target intervention. The current study builds on this work by assessing the extent to which a school disengagement warning index predicts not only dropout but also other problem behaviors during middle adolescence, late adolescence, and early adulthood. Data from the Rochester Youth Development Study (N = 911, 73% male, 68% African American, and 17% Latino) were used to examine the effects of a school disengagement warning index based on official 8th and 9th grade school records on subsequent dropout, as well as serious delinquency, official offending, and problem substance use during middle adolescence, late adolescence, and early adulthood. Results indicate that the school disengagement warning index is robustly related to dropout as well as serious problem behaviors across the three developmental stages, even after controlling for important potential confounders. High school dropout mediates the effect of the warning index on serious problem behaviors in early adulthood.     

Interlocal Service Cooperation in U.S. Cities: A Social Network Explanation

Local governments increasingly confront policy problems that span the boundaries of individual political jurisdictions. Institutional theories of local governance and intergovernmental relations emphasize the importance of networks for fostering service cooperation among local governments. Yet empirical research fails to examine systematically the effects of social networks on interlocal service cooperation. Do the individual networks of local government actors increase their jurisdiction's level of interlocal service delivery? Drawing data from the National Administrative Studies Project IV (NASP‐IV), multivariate analysis is applied to examine this question among 919 municipal managers and department heads across the United States. The findings indicate that interlocal service cooperation increases when jurisdictional actors network frequently through a regional association or council of government and when they are united by a common set of professional norms and disciplinary values. Manager participation in professional associations, however, does not increase interjurisdictional cooperation. The key conclusion for local government practitioners searching for ways to increase collaboration: networks that afford opportunities for more face‐to‐face interaction yield better results for effective service partnerships.