Social-Emotional Learning & Trauma-Informed Teaching and Care

🔗 For additional publications related to this research area, visit the Monarch Room Trauma-Informed Education Publications page. 

1 Jones, K., Crosby, S., Somers, C. L., Day, A., & Baroni, B. (2023). Trauma symptomatology and self-esteem among court-involved, female youth. Journal of Trauma Studies in Education, 2 (2), 1–17. https://ojed.org/index.php/JTSE/article/view/4675

2 Crosby, S., Day, A., Somers, C., Baroni, B., Jones, K., & Hong, J. S. (2023). Exploring trauma-informed teaching through the voices of female youth. Journal of Trauma Studies in Education, 2 (1), 62–78.

3 Crosby, S., Jones, K., Day, A., Somers, C., Baroni, B., Feltner Williams, A. (2023). Expect to be taken out of class: Comparing school experiences of trauma-exposed, black girls and boys. The Educational Forum. https://doi.org/10.1080/00131725.2022.2155280

4 Crosby, S., Jones, K., Day, A., Somers, C. (2022). “They don’t care about you”: Exploring socioemotional barriers in school settings for black, trauma-exposed boys. Journal of Underrepresented Minority Progress, 6 (1), 95–110.

5 Somers, C. L., Day, A., Sepsey, A. M., Allegoet, D., Baroni, B., & Hong, J. S. (2021). Understanding the Residential Treatment Center School Academic Environment: Perspectives from Students and Teachers. Residential Treatment for Children and Youth, 38 (2), 118–136. Published online first in 2019. https://doi.org/10.1080/0886571X.2019.1622167

6 Fairless, M. E., Somers, C. L., Pernice, F. M., Barnett, D., Goutman, R. L., & Kevern, C. A. (2021). Adolescent achievement: Relative contributions of social-emotional learning, self-efficacy, and microsystem supports. Education and Urban Society, 53 (5), 561–584. https://doi.org/10.1177/0013124520962085

7 Somers, C. L., Goutman, R. L., Day, A., Enright, Crosby, S., & Taussig. (2020). Academic achievement among a sample of youth in foster care: the role of school connectedness. Psychology in the Schools, 57 (12), 1845–1863. https://doi.org/10.1002/pits.22433

8 Crosby, S. D., Somers, C., Day, A., Baroni, B. (2019). Examining Trauma-Informed Teaching and the Trauma Symptomatology of Court-Involved Girls. The Urban Review, 51 (4), 582–598. https://doi.org/10.1007/s11256-019-00533-2

9 Crosby, S., Day, A. G., Baroni, B., & Somers, C. L. (2018). Avoiding school suspension: Assessment of a trauma-informed intervention with court-involved, female students. Preventing School Failure, 62 (3), 229–237.

10 Day, A. G., Somers, C. L., Shier, J. M., Zammit, M., Crosby, S., Baroni, B., Yoon, G., Pennefather, M., & Sung-Hong, J. (2017). Trauma and triggers: Students’ perspectives on enhancing the classroom experiences at an alternative, residential treatment-based school. Children and Schools, 39 (4), 227–237.

11 Crosby, S., Somers, C., Day, A., Zammit, M., Shier, J., & Baroni, B. (2017). Examining school attachment, social support, and trauma symptomatology among court-involved, female students. Journal of Child and Family Studies. https://doi.org/10.1007/s10826-017-0766-9

12 Crosby, S., Somers, C. L., Day, A. G., & Baroni, B. A. (2016). Working with traumatized students: Measures to assess school staff perceptions, awareness, and instructional response. Journal of Therapeutic Schools and Programs, 8 (1), 65–76.

13 Day, A., Somers, C. L., Baroni, B., West, S., Sanders, L., & Peterson, C. (2015). Evaluation of a trauma-informed school intervention with girls in a residential facility school: Student perceptions of school environment. Journal of Aggression, Maltreatment, and Trauma, 24 (10), 1086–1105.

14 West, S. D., Day, A. G., Somers, C. L., & Baroni, B. A. (2014). Student perspectives on how trauma experiences manifest in the classroom: Engaging court-involved youth in the development of a trauma-informed teaching curriculum. Children and Youth Services Review, 38, 58–65.

15 Van Dale, K. G., Somers, C. L., Gregg, D. H., Yoon, J. S., Hillman, S. B., Bartoi, M. G. (2014). The roles of teasing and social support in adolescent internalizing and externalizing behavioral outcomes. Child Indicators Research, 7, 537–552.

16 Kira, I., Lewandowski, L., Ashby, J. S., Somers, C., Chiodo, L., & Odenat, L. (2014). Does bullying victimization suppress IQ? The effects of bullying victimization on IQ in Iraqi and African American adolescents: A traumatology perspective. Journal of Aggression, Maltreatment, and Trauma, 23 (5), 431–453. Published online before print, May 16, 2014. https://doi.org/10.1080/10926771.2014.904463

17 Kira, I., Somers, C., Lewandowski, L., & Chiodo, L. (2012). Attachment disruptions, IQ, and PTSD in African American adolescents (AAA): A traumatology perspective. Journal of Aggression, Maltreatment, and Trauma, 21 (6), 665–690.

18 Kira, I., Lewandowski, L., Somers, C., Yoon, J., & Chiodo, L. (2012). The effects of trauma types, cumulative trauma and PTSD on IQ in two highly traumatized adolescent groups. Psychological Trauma: Theory, Research, Practice, and Policy, 4 (1), 128–139.

19 Kira, I., Lewandowski, L., Somers, C., Yoon, J., & Chiodo, L. (2012). The linear and non-linear associations between multiple types of trauma and IQ discrepancy indexes in African American and Iraqi refugee adolescents. Journal of Child & Adolescent Trauma, 5 (1), 47–62.

20 Somers, C. L., Chiodo, L. M., Yoon, J., Ratner, H., Barton, E., & Delaney-Black, V. (2011). Family disruption and academic functioning in urban, African-American youth. Psychology in the Schools, 48 (4), 357–370.

Publication below appears under the name Somers (formerly Sputa):

21 Sputa, C., Marchant, G., Rothlisberg, B., & Paulson, S. (1996). My school is like a home: Using metaphors to assess students’ attitudes toward parenting, teaching, and schools. Psychological Reports, 78, 619–623.