Considerations for conducting legal and ethical ACEs screening in schools.
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| Title: | Considerations for conducting legal and ethical ACEs screening in schools. |
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| Authors: | Amirazizi, Samira (AUTHOR), Dowdy, Erin (AUTHOR), Sharkey, Jill (AUTHOR), Barnett, Miya (AUTHOR) |
| Source: | Psychology in the Schools. Apr2023, Vol. 60 Issue 4, p1107-1124. 18p. 1 Chart. |
| Subjects: | Adverse childhood experiences, Right of privacy, School psychologists, Student rights, Trauma-informed practice, School bullying |
| Abstract: | Childhood exposure to adversity and its consequences is a significant public health challenge. Schools are beginning to understand the impact of adverse childhood experiences (ACEs) and some schools are considering screening for ACEs. However, dissemination of the ACEs screener and subsequent interventions may lead to challenges and iatrogenic outcomes for students if caution is not taken. This paper examines key considerations, including ethical and legal guidelines, surrounding screening for ACEs within the school system. Through conceptual analysis, the National Association of School Psychologists Principles for Professional Ethics are examined in conjunction with educational law regarding ACEs screening. Additionally, key considerations and limitations such as whether the screener captures trauma rather than adversity, the use of parents as informants, racial inequities, and potential stigma of conducting ACEs screening in schools are addressed through the integration of ACEs scholarship. Recommendations and alternative solutions for school districts seeking to address ACEs within their student population are provided in support of trauma‐sensitive schools. Practitioner Points: 1.When attending to the legal guidelines of adverse childhood experiences (ACEs) screening in schools, schools should pay special attention to The Protection of Pupil Rights Amendment, Mandated Reporting laws, and the Family Educational Rights and Privacy Act.2.Alternative solutions to ACEs screening in schools might include screening for social‐emotional health, selective screening of ACEs, data sharing with local healthcare agencies, screening in early years, and/or using ACEs screening as an anonymous school needs assessment.3.Regardless of knowing students' ACEs score, schools should move toward adopting trauma‐informed universal practices to bolster healing and protective factors for all students. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Childhood exposure to adversity and its consequences is a significant public health challenge. Schools are beginning to understand the impact of adverse childhood experiences (ACEs) and some schools are considering screening for ACEs. However, dissemination of the ACEs screener and subsequent interventions may lead to challenges and iatrogenic outcomes for students if caution is not taken. This paper examines key considerations, including ethical and legal guidelines, surrounding screening for ACEs within the school system. Through conceptual analysis, the National Association of School Psychologists Principles for Professional Ethics are examined in conjunction with educational law regarding ACEs screening. Additionally, key considerations and limitations such as whether the screener captures trauma rather than adversity, the use of parents as informants, racial inequities, and potential stigma of conducting ACEs screening in schools are addressed through the integration of ACEs scholarship. Recommendations and alternative solutions for school districts seeking to address ACEs within their student population are provided in support of trauma‐sensitive schools. Practitioner Points: 1.When attending to the legal guidelines of adverse childhood experiences (ACEs) screening in schools, schools should pay special attention to The Protection of Pupil Rights Amendment, Mandated Reporting laws, and the Family Educational Rights and Privacy Act.2.Alternative solutions to ACEs screening in schools might include screening for social‐emotional health, selective screening of ACEs, data sharing with local healthcare agencies, screening in early years, and/or using ACEs screening as an anonymous school needs assessment.3.Regardless of knowing students' ACEs score, schools should move toward adopting trauma‐informed universal practices to bolster healing and protective factors for all students. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00333085 |
| DOI: | 10.1002/pits.22822 |
