Date of Award
Spring 5-16-2025
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Counseling
Department
Graduate Studies
Committee Chair
Taryn Akgul
Keywords
Trauma, School-Based, Early Elementary, Small Group
Abstract
Exposure to trauma has been linked to a number of detrimental effects on children, including decreased or stunted cognitive abilities, increase in externalizing and internalizing symptoms, negative effects on relationships with peers and caregivers, and decreased academic achievements (Perry, 2002; Van Der Kolk, 2005; AAP, 2014; SAMHSA, 2018). It is estimated that one fourth of students will experience at least one traumatic event before the age of 6 and up to one third will experience a traumatic event before the age of 17 (Briggs-Gowan et al. 2010; Finkelhor et al. 2015; McLaughlin et al., 2013). Many students who experience chronic trauma exposure may meet diagnostic criteria for post traumatic stress disorder, which may co-occur alongside depression, anxiety, ADHD, suicidal ideation, hypersexuality, hearth disease, strokes, drug use, and pre-mature death (Van Der Kolk, 2005). Fortunately, promising research has suggested school-based trauma interventions have had positive impacts on students with a history of trauma (Durlak et al., 2011). This literature review will explore common trauma reactions, symptomatology, long-term effects of untreated trauma symptoms, the effects of trauma in schools, treatment options, and school-based trauma interventions.
Recommended Citation
Anderson, Kalli F., "School-Based Trauma-Focused Small Group for Early Elementary Students" (2025). Dissertations, Theses, and Projects. 1019.
https://red.mnstate.edu/thesis/1019
