Learning in adversity
Journal Club
Learning in the Context of Adversity – Special Issue Journal
ISPCAN Resources
Focus of this Training
This 90-minute virtual session brought together cross-disciplinary practitioners and researchers globally to discuss the complexities of learning-related processes and mechanisms to promote positive learning in the face of adversity. This ISPCAN webinar provided a further opportunity to disseminate this important collection of findings to a global audience of practitioners, researchers and child protection experts. During the session, our moderators presented some of the research introduced in this special issue journal, followed by a panel discussion with content experts chaired by the guest editors, Shanta Dube and Carlo Panlilio. Listen to an interactive panel session with content experts in the areas of: •Teacher Secondary Traumatic Stress •High poverty schools, notably with large populations of immigrants •Children with disabilities •Early childhood trauma and maltreatment •Learning challenges for children in foster care and out of home settings
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Listen to the Recording
Journal Club Date:
October 24, 2023
Region:
Global
Topics:
Ace's
External
Resources
Resources
Special Issue Journal - Learning in the Context of Adversity
Resilience Research
FAST Program (Families and Schools Together)
The Center for the Developing Child at Harvard University
National Child Traumatic Stress Initiative
Youth Social Media Advisory
Featured Journal Articles:
A framework for promoting learning and development in the context of adversity: An introduction to the special issue
Early child maltreatment and reading processes, abilities, and achievement: A systematic review
The long arm of adversity: Children's kindergarten math skills are associated with maternal childhood adversity
Exposure to family and domestic violence is associated with lower attendance and higher suspension in school children
The role of adverse childhood experiences (ACEs) in predicting academic problems among college students
Adversity effects on nonword repetition skills: A proxy measure of language and reading ability
Methodological inconsistencies confound understanding of language measurement in the child maltreatment population: A systematic review
Childhood adversity and impaired reward processing: A meta-analysis
Truancy: The relevance of resilience-related internal assets, student engagement and perception of school success in youth living with parents and in residential care
Exploring pathways linking early childhood adverse experiences to reduced preadolescent school engagement
Reduced growth mindset as a mechanism linking childhood trauma with academic performance and internalizing psychopathology
What's the matter with ACEs? Recommendations for considering early adversity in educational contexts
Assessment of adult learning outcomes from a school-based training on adverse childhood experiences science and trauma-informed care
Using research-practice-policy partnerships to mitigate the effects of childhood trauma on educator burnout
Addressing challenges at the intersection of early intervention and child welfare
Effects of formal center-based care and positive parenting practices on children in foster care
Learning Objectives:
Describe a framework that outlines transactional processes in a trauma-informed learning environment.
Identify ways in which adversity impacts student learning
Discuss potential mechanisms that can mitigate or promote learning resiliency
Discuss how to engage in cross-disciplinary collaborations to build academic resiliency and support for adversity at the community level
Presented By:
Dr. Shanta Dube PhD, MPH, CYT250
Professor Director, Master of Public Health Program Levine College of Health Sciences Wingate University Wingate, North Carolina
Dr. Shanta R. Dube is Professor and Director of the MPH Program at the Levine College of Health Sciences, Wingate University. Shanta received an MPH in epidemiology from The George Washington University in Washington, DC, and PhD in Behavioral Health from University of Georgia’s College of Public Health. In 1999, she joined CDC as a Preventive Medicine Fellow and served as one of the early investigators on the landmark CDC-Kaiser ACE Study, leading to CDC awards for scientific excellence and international recognition. Since 2014, she has led and engaged in various global initiatives related to ACEs science, trauma-informed care, and substance use disorders. She has over 130 publications. She serves as Advisory Board member with Child Advocacy Centers of North Carolina and serves as Associate Editor for Child Abuse & Neglect, The International Journal. Shanta enjoys cooking and traveling with her husband and daughter.
Dr. Carlomagno Panlilio
Associate Professor, Educational Psychology College of Education Faculty, Social Science Research Institute’s Child Maltreatment Solutions Network The Pennsylvania State University
Dr. Carlo Panlilio is an Associate Professor in the Department of Educational Psychology, Counseling, and Special Education, and a faculty member with the Child Maltreatment Solutions Network, at the Pennsylvania State University. Dr. Panlilio received his Ph.D. in Human Development from the University of Maryland, College Park with a specialization in Developmental Science along with a certificate in measurement and statistics. His program of research focuses on the dynamic interplay between development and learning for children who experience early adversity, and how elucidation of such processes can inform trauma-informed classroom instruction and prevention efforts. Dr. Panlilio previously worked as a licensed clinical marriage and family therapist in private practice, community agencies, treatment foster care, and a residential treatment facility for adolescents.
Dr. Christy Tirrell-Corbin
Clinical Professor, Human Development Executive Director, Center for Early Childhood & Intervention Director, Early Childhood/Early Childhood Special Education teacher education program University of Maryland College Park
Dr. Christy Tirrell-Corbin, a Clinical Professor of Human Development at the University of Maryland, is the Executive Director of the Center for Early Childhood Education and Intervention, and the Co-Director of the Trauma Sensitive Pedagogy project. Early work in foster care and adoption in New York City laid the foundation for her career as a researcher, where she focuses on young children at risk due to adversity, specifically in low-resourced communities. Dr. Tirrell-Corbin has given numerous presentations on childhood trauma internationally, nationally and locally.
Dr. Lisa Schelbe
Associate Professor, Social Work College of Social Work Florida State University
Lisa Schelbe is an associate professor at Florida State University College of Social Work and a faculty affiliate at the Florida Institute for Child Welfare. She serves as the Director of the Child Well-being Research Network at University of Kentucky College of Social Work. Lisa is co-Editor-in-Chief of the Child and Adolescent Social Work Journal. Her primary research interest focuses broadly on child welfare, child maltreatment prevention, and child well-being. Specifically, her research examines the experiences of young people “aging out” of foster care. She is interested in research dissemination and the formation of research-policy-practice partnerships. Lisa is a qualitative methodologist with experience working on interdisciplinary teams. She is co-author of The Handbook on Child Welfare Practice. Her most recent book, Some Type of Way, follows the lives of five young people aging out of foster care.
Dr. Catherine Corr
Associate Professor, Special Education/Curriculum and Instruction College of Education University of Illinois Urbana-Champaign
Dr. Corr’s research focuses on young children with disabilities who have experienced or are at risk for trauma (abuse, neglect, and or maltreatment etc.) and the formal and informal service delivery systems in which they participate. The long-term goal of her research is to make high quality early childhood special education (ECSE) services accessible for all young children with disabilities and their families.