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(p. 325) Trauma Screening and Assessment 

(p. 325) Trauma Screening and Assessment
(p. 325) Trauma Screening and Assessment

Katie Eklund

, Taylor A. Koriakin

, Sandy M. Chafouleas

, and Sophia C. F. Dodge

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date: 02 July 2020

Adversity, stress, and trauma can have a negative impact on students’ academic, behavioral, and social-emotional functioning. Screening and identification of students who have potential symptoms from experiencing traumatic stress may help schools provide services within an integrated model of service delivery. Successful implementation of a trauma-informed approach to school-based service delivery requires identification of early indicators of risk, followed by careful planning and decision-making regarding follow-up care. The current chapter provides an overview of strategies for assessing trauma symptoms within schools, discusses the differences between screening for trauma exposure versus symptomatology, and provides a brief list of trauma screening measures. This list includes the scope and focus, the practicality associated with administration, and the psychometric properties (e.g., validity, reliability, diagnostic accuracy) of each measure. The chapter concludes with an overview of important ethical, legal, and procedural considerations to guide schools in the selection and implementation of trauma screening.

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