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Sources on Trauma, Executive Function, and Trauma-Informed Approaches

Ahmed, S. F., Tang, S., Waters, N. E., & Davis-Kean, P. (2019). Executive function and academic achievement: Longitudinal relations from early childhood to adolescence. Journal of Educational Psychology, 111(3), 446-458.

Bailey, C., Klas, A., Cox, R., Bergmeier, H., Avery, J., & Skouteris, H. (2019). Systematic review of organisation‐wide, trauma‐informed care models in out‐of‐home care (OoHC) settings. Health & Social Care in the Community, 27(3), e10-e22. https://doi.org/10.1111/hsc.12621

Bartlett, J. D., Barto, B., Griffin, J. L., Fraser, J. G., Hodgdon, H., & Bodian, R. (2016). Trauma-informed care in the Massachusetts child trauma project. Child Maltreatment, 21(2), 101-112. https://doi.org/10.1177/1077559515615700

Berardi, A. A., & Morton, B. M. (2019). Trauma-informed school practices: Building expertise to transform schools. George Fox University Library

Berger, E., & Martin, K. (2021). Embedding trauma‐informed practice within the education sector. Journal of Community & Applied Social Psychology, 31(2), 223-227. https://doi.org/10.1002/casp.2494

Boyer, B. E., Geurts, H. M., Prins, P. J. M., & Van der Oord, S. (2015). Two novel CBTs for adolescents with ADHD: The value of planning skills. European Child & Adolescent Psychiatry, 24(9), 1075-1090.

Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. The Belknap Press of Harvard University Press. Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33(3), 205-228.

Datu, Yuen, M., Fung, E., Zhang, J., Chan, S., & Wu, F. (2022). The satisfied lives of gifted and gritty adolescents: Linking grit to career self-efficacy and life satisfaction. The Journal of Early Adolescence, 42(8), 1052–1072. 

Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. 

González-Valero, G., Zurita-Ortega, F., Ubago-Jiménez, J. L., & Puertas-Molero, P. (2019). Use of meditation and cognitive behavioral therapies for the treatment of stress, depression and anxiety in students. A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 16(22), 4394. https://doi.org/10.3390/ijerph16224394

Hales, T. W., Green, S. A., Bissonette, S., Warden, A., Diebold, J., Koury, S. P., & Nochajski, T. H. (2019). Trauma-informed care outcome study. Research on Social Work Practice, 29(5), 529-539. https://doi.org/10.1177/1049731518766618

Kalia, V., & Knauft, K. (2020). Emotion regulation strategies modulate the effect of adverse childhood experiences on perceived chronic stress with implications for cognitive flexibility. PloS One, 15(6), e0235412. https://doi.org/10.1371/journal.pone.0235412

Knight, C. (2019). Trauma informed practice and care: Implications for field instruction. Clinical Social Work Journal, 47(1), 79-89. https://doi.org/10.1007/s10615-018-0661-x

Levenson, J. (2017). Trauma-informed social work practice. Social Work (New York), 62(2), 105-113. https://doi.org/10.1093/sw/swx001

Li, Y. & Bates, T. C. (2019). You can’t change your basic ability, but you work at things, and that’s how we get hard things done: Testing the role of growth mindset on response to setbacks, educational attainment, and cognitive ability. Journal of Experimental Psychology. General, 148(9), 1640–1655. 

Martin, A. J., Burns, E. C., Collie, R. J., Bostwick, K. C. P., Flesken, A., & McCarthy, I. (2022). Growth goal setting in high school: A large-scale study of perceived instructional support, personal background attributes, and engagement outcomes. Journal of Educational Psychology, 114(4), 752-771. https://doi.org/10.1037/edu0000682

Maynard, B. R., Farina, A., Dell, N. A., & Kelly, M. S. (2019). Effects of trauma‐informed approaches in schools: A systematic review. Campbell Systematic Review, 15(1-2), e1018-n/a. https://doi.org/10.1002/cl2.1018

Morgan, P. L., Farkas, G., Hillemeier, M. M., Pun, W. H., & Maczuga, S. (2019). Kindergarten children’s executive functions predict their Second‐Grade academic achievement and behavior. Child Development, 90(5), 1802-1816. 

Motsan, S., Yirmiya, K., & Feldman, R. (2022). Chronic early trauma impairs emotion recognition and executive functions in youth; Specifying biobehavioral precursors of risk and resilience. Development and Psychopathology, 34(4), 1339-1352. https://doi.org/10.1017/S0954579421000067

Op den Kelder, R., Van den Akker, A. L., Geurts, H. M., Lindauer, R. J. L., & Overbeek, G. (2018). Executive functions in trauma-exposed youth: A meta-analysis. European Journal of Psychotraumatology, 9(1), 1450595-25. https://doi.org/10.1080/20008198.2018.1450595

Rutherford, T., Buschkuehl, M., Jaeggi, S. M., & Farkas, G. (2018). Links between achievement, executive functions, and self‐regulated learning. Applied Cognitive Psychology, 32(6), 763-774. 

Santos-Ruiz, A., Robles-Ortega, H., Pérez-García, M., & Peralta-Ramírez, M. I. (2017). Effects of the cognitive-behavioral therapy for stress management on executive function components. The Spanish Journal of Psychology, 20, E11. 

Schoenfeld, N. A., & Mathur, S. R. (2009). Effects of cognitive-behavioral intervention on the school performance of students with emotional or behavioral disorders and anxiety. Behavioral Disorders, 34(4), 184-195. 

Smith, Flax, M., Becker, S. P., & Langberg, J. (2023). Academic motivation decreases across adolescence for youth with and without attention‐deficit/hyperactivity disorder: Effects of motivation on academic success. Journal of Child Psychology and Psychiatry, 64(9), 1303–1313.

Trossman, R., Spence, S., Mielke, J. G., & McAuley, T. (2021). How do adverse childhood experiences impact health? Exploring the mediating role of executive functions. Psychological Trauma, 13(2), 206–213. 

Wang, D., Yuan, F., & Wang, Y. (2022). Growth mindset and academic achievement in Chinese adolescents: A moderated mediation model of reasoning ability and self-affirmation. Current Psychology, 41(2), 783-792. 

Willoughby, M. T., Wylie, A. C., & Little, M. H. (2019). Testing longitudinal associations between executive function and academic achievement. Developmental Psychology; Dev Psychol, 55(4), 767-779. https://doi.org/10.1037/dev0000664

Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., Hinojosa, C. P., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S. M., Carvalho, C. M., et al. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364-369. https://doi.org/10.1038/s41586-019-1466-y