Lifelong Wellbeing for Survivors of Sex Trafficking: Collaborative Perspectives From Survivors, Researchers, and Service Providers

This article summarizes a collaborative effort by researchers, service providers, and women who have experienced exploitation and trafficking for sex, to inform policy and practice related to care for survivors. The effort brought together current research program experience from around the world, and survivor perspectives, in a 2015 interactive forum entitled “STREETS of Hope: Listening to and Supporting Survivors of Human Trafficking.” A participatory approach to defining wellbeing, designed especially for use with vulnerable or highly marginalized populations of women and girls, provided the framework for the discussions. In addition, attempts were made to use principles of trauma-informed care during the workshop itself, toward the overall goals of 1) working as equals to inform research agendas; 2) gaining insights from survivors to improve services; and 3) providing survivors and all participants with a wellbeing model that can help them think and speak with specificity and clarity about their personal growth, wellbeing, and self-care. The results of the interactive two-day workshop and subsequent consultations included: 1) increased understandings and more detailed descriptions of what wellbeing is from the lived experience of survivors, and 2) insights about ways that services and care can be more responsive to the needs and preferences of survivors. Further, the collective exercise suggested revisions and specifications to the wellbeing model itself. Finally, the collaborators identified future directions for their shared research and practice. Overall, the experience of the “STREETS of Hope Forum” supports the idea that iterative, equitable, collaborative work with survivors must be employed to inform systems of care, and that a dynamic and multi-dimensional concept of wellbeing can help survivors, researchers, program leaders and policy-makers to foster support and agency throughout the life course. For those who participated, “STREETS of Hope” constituted a reframing of the goals of services care. It enabled us to think beyond basic needs and survival as defined by caregivers, to one that centers the experience of survivors and fosters recognition of and realization of their talents and life aspirations

The impact of restorative justice circles used during experiential outdoor education on alternative students\u27 feelings of connectedness

This capstone project explores the use of Restorative Justice Circles on building feelings of connectedness when used in experiential outdoor education. The paper explores current research on Restorative Justice Circles and summarizes how Circles are being used in schools. Eleven students, labeled at-risk by their district, are interviewed in-depth about their previous disconnection with school, peers, and teachers. Students then describe the Circle process that was used during the summer school program and the feelings that they had about Circle and connectedness. The author also interviews students about Restorative Justice Circles and their opinions about whether or not Circle restores justice in any way. The results of the study show that Restorative Justice Circles do impact feelings of connectedness when used properly, but have limits on restoring justice as a whole

Gendered Analysis of Cyberbullying Victimization and Its Associations with Suicidality: Findings from the 2019 Youth Risk Behavior Survey

Cyberbullying victimization (CV), a widespread experience in adolescence, is associated with increased depression and suicidality. However, few studies have taken a gender approach when investigating the association between CV and suicidality, despite research that indicates disparate experiences by gender for both CV and mental health. We conducted a secondary data analysis of the 2019 Youth Risk Behavior Survey (N = 10,309; 50.1% girls), a cross-sectional survey drawn from a representative sample of US high school students. We found that CV remained significantly associated with suicidality after controlling for emotional and behavioral risk factors, for both boys and girls. CV increased the odds of suicidality directly and indirectly by increasing risk for depression, for both boys and girls. Boys contending with both CV and sexual violence were particularly vulnerable to suicidality, and binge drinking was positively associated with CV for girls but negatively associated with CV for boys. Findings confirmed that CV is a pervasive issue among U.S. adolescents. A gendered approach is necessary in order to understand and address the effects of CV

Gendered Analysis of Cyberbullying Victimization and Its Associations with Suicidality: Findings from the 2019 Youth Risk Behavior Survey

Cyberbullying victimization (CV), a widespread experience in adolescence, is associated with increased depression and suicidality. However, few studies have taken a gender approach when investigating the association between CV and suicidality, despite research that indicates disparate experiences by gender for both CV and mental health. We conducted a secondary data analysis of the 2019 Youth Risk Behavior Survey (N = 10,309; 50.1% girls), a cross-sectional survey drawn from a representative sample of US high school students. We found that CV remained significantly associated with suicidality after controlling for emotional and behavioral risk factors, for both boys and girls. CV increased the odds of suicidality directly and indirectly by increasing risk for depression, for both boys and girls. Boys contending with both CV and sexual violence were particularly vulnerable to suicidality, and binge drinking was positively associated with CV for girls but negatively associated with CV for boys. Findings confirmed that CV is a pervasive issue among U.S. adolescents. A gendered approach is necessary in order to understand and address the effects of CV

Social and Emotional Learning during Pandemic-Related Remote and Hybrid Instruction: Teacher Strategies in Response to Trauma

Schools play an important role in fostering student intrapersonal and interpersonal skills and development, also known as social and emotional learning (SEL). This study examined how K–12 teachers used student SEL strategies in remote and hybrid classroom environments during the COVID-19 pandemic, a time of heightened distress and trauma. Survey data were collected from 26 teachers in Southern California and follow-up semi-structured interviews were conducted with 16 teachers. Responses were analyzed from an integrated SEL- and trauma-informed perspective. Themes that emerged included focusing on relationships; building routines and predictability; creating space to identify and share feelings; incorporating movement, mindfulness, and play; implementing culturally affirming practices; providing student choice and leadership; and engaging and collaborating with families. Various challenges associated with implementing SEL during COVID-19 are discussed, including teacher burnout, being unsure who was listening in on class conversations, and feeling disconnected in an online environment. Recommendations for practice and further research are provided