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Intro -- Contents -- Contributors -- About the Editors -- Chapter 1: Social Problems: A Cost-Effective Psychosocial Prevention Paradigm -- Prevention Versus Remediation -- Need for Prevention Programs -- Examples of Incidence and Cost of Social Problems -- Child Abuse -- Educational Outcomes -- Violence in Schools -- Teenage Sexuality -- HIV/AIDS -- Drug Abuse -- Crime -- Urban Decline and Family Homelessness -- Unemployment -- Marital Conflict -- Race -- Retirement -- Hospice -- References -- Chapter 2: Child Maltreatment -- Overview -- Incidence -- Definition of Child Abuse and Neglect -- Objectives of Risk Assessment -- Risk Factors -- Assessment Methods -- Structured Clinical Interviews -- Computerized Assessment Methods -- Self-Report Methods -- Observation Methods -- Rating Scales -- Physiological Methods -- Family Strengths -- Effective Social Work Interventions -- CPS Intervention with Modern Views -- Child-Focused Interventions -- Parent-Focused Interventions -- Parent Training -- Evaluation of Parenting Interventions -- Behavioral and Cognitive-Behavioral Interventions -- Ecological, Family-Centered Perspective -- Ecobehavioral Interventions (Project 12 Ways) -- Social Network Interventions -- Summary -- References -- Chapter 3: Educationally Disadvantaged Children -- Overview -- Dropping Out of School -- Risk Factors -- Underachievers -- Poverty -- Teen Pregnancy -- Juvenile Violence -- Truancy -- Substance Abuse -- Effective Interventions -- Poverty -- Teen Pregnancy -- Juvenile Violence -- Truancy -- Substance Abuse -- Conclusion -- References -- Chapter 4: Violence in Schools -- Overview -- Trends -- Bullying -- Physical Aggression -- Minority Youth Violence -- Violence Toward Lesbian, Gay, Bisexual, Transgendered, and Questioning Youth -- Juvenile Gangs -- Gun Violence -- Substance Use -- Assessment -- School-Based Interventions.

This article presents findings from an exploratory study of the implementation of the Sanctuary Model®, a trauma-informed organizational change model, from the perspective of indirect care staff in a voluntary child welfare agency. Results suggest that organizational readiness for change is associated with perceived success with change efforts. Additionally, the perceived role-modeling of trauma-informed behavior by agency staff differed by position, with subordinates best demonstrating desired behavior and leadership the least. The benefits of a participatory action research approach to organizational study are presented.

Self‐report data from 2,088 sixth‐grade students in 11 middle schools in North Carolina were combined with administrative data on their eighth‐grade end‐of‐the‐year achievement scores in math and reading to examine the influence of students' perceived parental school behavior expectations on their academic performance. Through use of multilevel modeling and control for the influence of students' demographics, trouble avoidance, and perceived support from adults and peers, we found that students' perceptions of their parents' expectations of their school behavior had a small but positive and statistically significant influence on their math and reading scores approximately 3 years later. Implications for the implementation of evidence‐based interventions in schools are discussed.

This article provides a theoretical framework for the Sanctuary Model®. The Sanctuary Model is a trauma-informed organizational change intervention developed by Sandra Bloom and colleagues in the early 1980s. Based on the concept of therapeutic communities, the model is designed to facilitate the development of organizational cultures that counteract the wounds suffered by the victims of traumatic experience and extended exposure to adversity. Details of the Sanctuary Model logic model are presented.