Children with developmental disabilities may be at greater risk for experiencing maltreatment and traumatic events, threats to their physical and psychological safety and well-being. Young children and youth with spina bifida benefit from being considered in light of this risk, and may be especially vulnerable given the complexity of their neurodevelopmental condition. A trauma-informed approach brings together evidence from the neurosciences, epidemiology and psychology to promote improved developmental, behavioral, physical and mental health status. Incorporating a trauma-informed approach strengthens a longitudinal, interdisciplinary and developmentally-oriented care model for children and youth with spina bifida. A case example further illustrates how using a trauma-informed approach and evidence-based interventions can foster the development and well-being of youth with spina bifida who have been impacted by a traumatic event.
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http://dx.doi.org/10.3233/PRM-170457 | DOI Listing |
Int J Environ Res Public Health
January 2025
The Queen's Health System, Honolulu, HI 96813, USA.
Native Hawaiians (NHs) are a historically oppressed population disproportionately burdened by diabetes and related complications. The Kilolani Project, a patient navigator-centered, chronic disease management program, targets upstream drivers of health among vulnerable NH adult patients with diabetes within an urban academic safety-net clinic. To investigate the impact of the Kilolani Project, we performed a qualitative study to examine patient perspectives.
View Article and Find Full Text PDFSci Justice
January 2025
School of Computing, Engineering and Physical Sciences, University of West of Scotland, United Kingdom.
Trauma-informed pedagogy (TIP) is an educational approach designed to recognise and respond to the impact of trauma on students, fostering supportive learning. It has been used and researched in various academic disciplines for years. However, its integration into forensic science education has not been assessed.
View Article and Find Full Text PDFBehav Sci (Basel)
January 2025
Center for Equitable Family and Community Well-Being, School of Social Work, University of Michigan, 1080 South University Avenue, Ann Arbor, MI 48109, USA.
This review critically evaluates the existing literature on youth punishment system (YPS)-involved Black girls and their intersections of with trauma and post-traumatic stress disorder (PTSD). It synthesizes findings from previous studies, identifying key research trends, gaps, and controversies, while also highlighting areas in need of further investigation. Black girls, particularly those involved in systems such as juvenile justice, child welfare, and education, often face disproportionate exposure to violence, abuse and neglect, trauma, and systemic racism.
View Article and Find Full Text PDFInt J Qual Stud Health Well-being
December 2025
General Practice Research Unit, Department of Public Health and Nursing, Norwegian University of Science and Technology (NTNU), Trondheim, Norway.
Purpose: There is solid evidence of the impact of life experiences on health. Yet, knowledge of how general practitioners (GPs) relate to patients' stories of such experiences is sparse. This study explored GPs' reflections and experiences concerning managing potentially impactful patient stories.
View Article and Find Full Text PDFMethodsX
June 2025
School of Social Sciences, University of Tasmania, Tasmania 7005, Australia.
Researchers today face significant challenges reshaping the landscape of academic, government, and industry research due to the exponential growth of global research outputs and the advent of Generative Artificial Intelligence (GenAI). The annual increase in published works has made it difficult for traditional literature review and data analysis methods to keep pace, often rendering reviews outdated by the time of publication. In response, this methods article introduces a suite of new tools designed to automate a number of stages for systematic literature reviews.
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