PhD Study : Overcoming Adverse Childhood Experiences (ACE’s): A Pilot trial of a whole school trauma informed approach to build resilience in children, parents and teachers.

Summary

Background:

Existing literature about the impact of ACE ‘s has received global attention, and there is a wealth of evidence to indicate that having 4 or more ACE’s out of a possible 10, can have very severe and far reaching consequences for that child’s life which is said to last throughout the life course (Gilbert, et al., 2010). ACE’s are linked with mental health problems in childhood, which can cause significant and immediate distress and impairment, for example, on social relationships, school, occupational attainment, and physical health (Dvir et al, 2014), as well as self-esteem, behaviour, attendance at school, educational achievement, social connectedness and quality of health (Rao, et al. 2001). In NI, there are known transgenerational impacts arising from the NI conflict, where parents and their children are impacted by multiple ACE’s, and hence it was indicated that such co-occurring childhood adversities should be considered when planning treatment, prevention, and intervention programmes (McClafferty, Armour et al. 2017).

Recent meta-analyses highlight the benefits of a range of school based prevention strategies, appraising their ability to improve skills, positive attitudes, pro-social behaviour and academic performance (Taylor, Oberle, Durlak, & Weissberg, 2017) and their potential to reduce symptoms of anxiety and depression (Werner-Seidler, Perry, Calear, Newby, & Christensen, 2017).  However, authors recommend a whole school universal approach, one that targets whole populations or groups of adolescents not just those identified as having or being at-risk of mental health problems (Weisz, Sandler, Durlak & Anton 2005); creating a culture of coping in the wider community, where pupils are helped to build on skills to increase their mental wellbeing and therefore be less susceptible to anxiety, depression, and suicide (Protecting Life in Schools, 2016).

One such whole school approach is www.trauma sensitiveschools.org, where the adults in the school community are prepared to recognise and respond to those who have been impacted by traumatic stress (including administrators, teachers, staff, parents etc). In addition, students are provided with clear expectations and communication strategies to guide them through stressful situations. The goal is to not only provide tools to cope with extreme situations but to create an underlying culture of respect and support.

Aim:

The aim of this project is to develop a model of good practice whereby a whole school, trauma informed approach is piloted in one school in NI. The need will be identified by determining the prevalence of ACE’s in a school within a deprived area (via the parents) and understanding their impact on mental health and educational outcomes for children. The pilot aims to combine trauma sensitive approaches delivered by the teachers, and hopeful minds delivered to the pupils. As the proposal aims to adopt a ‘whole school model’, it will also seek to support resilience building amongst the teachers and parents via psychoeducation.

Objectives:

The objectives are threefold 1) identify prevalence of ACES and consequential mental health outcomes in one school 2) build resilience in the parents and teachers 3) pilot a trauma sensitive intervention combined with hopeful minds to the children.

Method and Design:

Wave 1: Cross Sectional/Longitudinal survey (to determine prevalence, predictors and impact of ACES)

Wave 2: Pilot intervention for teachers (Psycho-education) parents (psychoeducation), and children (curriculum based intervention).

Setting and sample:

Collaboration with One Post Primary School in a recognised deprived area. Sample Parents, Pupils and Teachers of that school.

Procedures:

Data collection from parents (ACES) and their children (mental health outcomes/resilience etc) follow up academic variables. Implement pilot interventions and evaluate against mental health outcomes.

Outcomes:

Significant change noted in mental health outcomes of the children, more positive behaviours (reduced suspensions, increased attendance, improved academic attainment).

Essential criteria

Applicants should hold, or expect to obtain, a First or Upper Second Class Honours Degree in a subject relevant to the proposed area of study.

We may also consider applications from those who hold equivalent qualifications, for example, a Lower Second Class Honours Degree plus a Master’s Degree with Distinction.

In exceptional circumstances, the University may consider a portfolio of evidence from applicants who have appropriate professional experience which is equivalent to the learning outcomes of an Honours degree in lieu of academic qualifications.

• Experience using research methods or other approaches relevant to the subject domain
• A comprehensive and articulate personal statement

Desirable Criteria

If the University receives a large number of applicants for the project, the following desirable criteria may be applied to shortlist applicants for interview.

• First Class Honours (1st) Degree
• Completion of Masters at a level equivalent to commendation or distinction at Ulster
• Research project completion within taught Masters degree or MRES
• Practice-based research experience and/or dissemination
• Experience using research methods or other approaches relevant to the subject domain
• Work experience relevant to the proposed project
• A comprehensive and articulate personal statement
• Use of personal initiative as evidenced by record of work above that normally expected at career stage.
• Relevant professional qualification and/or a Degree in a Health or Health related area

Funding and eligibility

The University offers the following levels of support:

Vice Chancellors Research Studentship (VCRS)

The following scholarship options are available to applicants worldwide:

• Full Award: (full-time tuition fees + £19,000 (tbc))
• Part Award: (full-time tuition fees + £9,500)
• Fees Only Award: (full-time tuition fees)

These scholarships will cover full-time PhD tuition fees for three years (subject to satisfactory academic performance) and will provide a £900 per annum research training support grant (RTSG) to help support the PhD researcher.

Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part-time equivalent) are NOT eligible to apply for an award.

Please note: you will automatically be entered into the competition for the Full Award, unless you state otherwise in your application.

Due consideration should be given to financing your studies. Further information on cost of living

Funded by the Institute of Mental Health Sciences