{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,23]],"date-time":"2026-10-23T01:48:41Z","timestamp":1792720121270,"version":"4.5.0"},"reference-count":67,"publisher":"SAGE Publications","issue":"1","license":[{"start":{"date-parts":[[2024,12,27]],"date-time":"2024-12-27T00:00:00Z","timestamp":1735257600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Trauma, Violence, &amp; Abuse"],"published-print":{"date-parts":[[2026,1]]},"abstract":"<jats:p>Exposure to violence in early childhood is considered a public health issue and is a significant predictor of becoming a victim or perpetrator of violence later in life. There has been a significant increase in violence intervention and prevention programs that are available for children and young people; however, there are few evidence-based interventions for younger children. This review systematically explores the existing impact evidence for available intervention and prevention programs targeted at young children (ages 3\u20138) across the United States and United Kingdom. It also explores the feasibility and methodological issues faced with school-based prevention work. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, six electronic databases were systematically searched. Of the initial 766 articles, 13 met the final inclusion criteria. The findings showed that early intervention programs for vulnerable children can promote prosocial behaviors and protective factors. Outcomes included improved academic achievement, implementation of Social Emotional Learning-based learning, decrease in violence and criminal justice-related outcomes, and increased resiliency and emotional development among children. Evidence also showed that trauma-informed training for staff and teachers can increase teacher awareness of trauma and the importance of trauma-informed practices. Most programs showed a positive change in children as a result of early intervention programs. We discuss important issues for policy and practice in early years teaching, particularly for high-risk populations, and the importance of trauma-informed practices in the long-term, public health approach to violence prevention and reduction. We also highlight important areas for future research on violence prevention programs.<\/jats:p>","DOI":"10.1177\/15248380241306040","type":"journal-article","created":{"date-parts":[[2024,12,27]],"date-time":"2024-12-27T07:09:42Z","timestamp":1735283382000},"page":"203-214","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":3,"title":["A Systematic Review of the Existing Evidence on Early Year Interventions for Trauma and Violence Prevention"],"prefix":"10.1177","volume":"27","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6487-2842","authenticated-orcid":false,"given":"Sophie","family":"Badger","sequence":"first","affiliation":[{"name":"University of Wolverhampton, Wolverhampton, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7668-0194","authenticated-orcid":false,"given":"Dean","family":"Wilkinson","sequence":"additional","affiliation":[{"name":"Edgehill University, Ormskirk, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Isha","family":"Chopra","sequence":"additional","affiliation":[{"name":"University of Wolverhampton, Wolverhampton, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2024,12,27]]},"reference":[{"key":"e_1_3_4_2_1","doi-asserted-by":"crossref","unstructured":"American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed.). https:\/\/doi.org\/10.1176\/appi.books.9780890425787","DOI":"10.1176\/appi.books.9780890425787"},{"key":"e_1_3_4_3_1","doi-asserted-by":"crossref","unstructured":"Berger E. D\u2019Souza L. Miko A. (2021). School-based interventions for childhood trauma and autism spectrum disorder: a narrative review. Educational and Developmental Psychologist 38(2) 186\u2013193. https:\/\/doi.org\/10.1080\/20590776.2021.1986355","DOI":"10.1080\/20590776.2021.1986355"},{"key":"e_1_3_4_4_1","doi-asserted-by":"crossref","unstructured":"Berkowitz S. J. (2003). Children exposed to community violence: The rationale for early intervention. Clinical Child and Family Psychology Review 6(4) 293\u2013302. https:\/\/doi.org\/10.1023\/B:CCFP.0000006295.54479.3d","DOI":"10.1023\/B:CCFP.0000006295.54479.3d"},{"key":"e_1_3_4_5_1","doi-asserted-by":"publisher","DOI":"10.1023\/A:1016053228021"},{"key":"e_1_3_4_6_1","volume-title":"Treating traumatic stress in children and adolescents: How to foster resilience through attachment, self-regulation, and competency","author":"Blaustein M.","year":"2010","unstructured":"Blaustein M., Kinniburgh K. (2010). Treating traumatic stress in children and adolescents: How to foster resilience through attachment, self-regulation, and competency. Guilford Press."},{"key":"e_1_3_4_7_1","first-page":"1","volume-title":"Attachment and loss: Volume I: Attachment","author":"Bowlby J.","year":"1969","unstructured":"Bowlby J. (1969). Attachment and loss: Volume I: Attachment (pp. 1\u2013401). The Hogarth Press and the Institute of Psycho-Analysis."},{"key":"e_1_3_4_8_1","doi-asserted-by":"crossref","unstructured":"Buss K. E. Warren J. M. Horton E. (2015). Trauma and treatment in early childhood: A review of the historical and emerging literature for counselors. Professional Counselor 5(2) 225\u2013237. https:\/\/doi.org\/10.15241\/keb.5.2.225","DOI":"10.15241\/keb.5.2.225"},{"key":"e_1_3_4_9_1","unstructured":"Campaign for Trauma-Informed Policy and Practice. (2017). National Trauma Campaign. Retrieved February 2022 from https:\/\/www.ctipp.org\/nationaltraumacampaign"},{"key":"e_1_3_4_10_1","doi-asserted-by":"crossref","unstructured":"Cavanaugh B. (2016). Trauma-informed classrooms and schools. Beyond Behavior 25(2) 41\u201346. https:\/\/doi.org\/10.1177\/107429561602500206","DOI":"10.1177\/107429561602500206"},{"key":"e_1_3_4_11_1","volume-title":"Promoting emotional well-being and inclusion for children identified with emotional and behavioural difficulties in mainstream primary schools: An evaluation of a psychotherapeutic approach (Thrive)","author":"Cole M. J.","year":"2012","unstructured":"Cole M. J. (2012). Promoting emotional well-being and inclusion for children identified with emotional and behavioural difficulties in mainstream primary schools: An evaluation of a psychotherapeutic approach (Thrive). University of Exeter."},{"key":"e_1_3_4_12_1","volume-title":"Helping traumatised children learn 2: Creating and advocating for trauma-sensitive schools","author":"Cole S.","year":"2013","unstructured":"Cole S., Eisner A., Gregory M., Ristuccia J. (2013). Helping traumatised children learn 2: Creating and advocating for trauma-sensitive schools. Massachusetts Advocates for Children."},{"key":"e_1_3_4_13_1","doi-asserted-by":"crossref","unstructured":"Corr C. Santos R. M. Fowler S. A. Spence C. Skubel A. (2019). Early interventionists\u2019 perceptions of supporting families experiencing poverty. Early Child Development and Care 190(13) 1\u201313. https:\/\/doi.org\/10.1080\/03004430.2018.1560276","DOI":"10.1080\/03004430.2018.1560276"},{"key":"e_1_3_4_14_1","doi-asserted-by":"publisher","DOI":"10.1037\/0002-9432.77.2.296"},{"key":"e_1_3_4_15_1","unstructured":"Craston M. Balfour R. Henley M. Baxendale J. Fullick S. (2020). Process evaluation of the violence reduction units (Research report 116). Home Office. https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/910822\/process-evaluation-of-the-violence-reduction-units-horr116.pdf"},{"key":"e_1_3_4_16_1","doi-asserted-by":"crossref","unstructured":"Crouch E. Probst J. C. Radcliff E. Bennett K. J. McKinney S. H. (2019). Prevalence of adverse childhood experiences (ACEs) among US children. Child Abuse & Neglect 92 209\u2013218. https:\/\/doi.org\/10.1016\/j.chiabu.2019.04.010","DOI":"10.1016\/j.chiabu.2019.04.010"},{"key":"e_1_3_4_17_1","doi-asserted-by":"crossref","unstructured":"Deutsch R. Drozd L. Ajoku C. (2020). Trauma-informed interventions in parent\u2013child contact cases. Family Court Review 58(2) 470\u2013487. https:\/\/doi.org\/10.1111\/fcre.12483","DOI":"10.1111\/fcre.12483"},{"key":"e_1_3_4_18_1","doi-asserted-by":"crossref","unstructured":"Dorado J. S. Martinez M. McArthur L. E. Leibovitz T. (2016). Healthy environments and response to trauma in schools (HEARTS): A whole-school multi-level prevention and intervention program for creating trauma-informed safe and supportive schools. School Mental Health 8(1) 163\u2013176. https:\/\/doi.org\/10.1007\/s12310-016-9177-0","DOI":"10.1007\/s12310-016-9177-0"},{"key":"e_1_3_4_19_1","doi-asserted-by":"crossref","unstructured":"Duncan R. J. Rolan E. Marceau K. Lewis K. M. Bavarian N. DuBois D. L. Flay B. (2019). Childhood protective factors and a prevention program reduce later problem behaviours. Journal of Applied Developmental Psychology 65 Article 101063. https:\/\/doi.org\/10.1016\/j.appdev.2019.101063","DOI":"10.1016\/j.appdev.2019.101063"},{"key":"e_1_3_4_20_1","doi-asserted-by":"crossref","unstructured":"Embry D. D. Flannery D. J. Vazsonyi A. T. Powell K. E. Atha H. (1996). PeaceBuilders: A theoretically driven school-based model for early violence prevention. American Journal of Preventive Medicine 12(5) 91\u2013100. https:\/\/doi.org\/10.1016\/S0749-3797(18)30241-1","DOI":"10.1016\/S0749-3797(18)30241-1"},{"key":"e_1_3_4_21_1","doi-asserted-by":"crossref","unstructured":"Fantuzzo J. W. Fusco R. A. (2007). Children\u2019s direct exposure to types of domestic violence crime: A population-based investigation. Journal of Family Violence 22(7) 543\u2013552. https:\/\/doi.org\/10.1007\/s10896-007-9105-z","DOI":"10.1007\/s10896-007-9105-z"},{"key":"e_1_3_4_22_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0749-3797(98)00017-8"},{"key":"e_1_3_4_23_1","doi-asserted-by":"crossref","unstructured":"Flannery D. J. Singer M. I. Van Dulmen M. Kretschmar J. M. Belliston L. M. (2007). Exposure to violence mental health and violent behaviour. In The Cambridge Handbook of violent behaviour and aggression (pp. 306\u2013321). https:\/\/www.researchgate.net\/profile\/Manfred-Van-Dulmen\/publication\/251678669_Exposure_to_violence_mental_health_and_violent_behavior\/links\/53e26f120cf216e8321b94be\/Exposure-to-violence-mental-health-and-violent-behavior.pdf","DOI":"10.1017\/CBO9780511816840.015"},{"key":"e_1_3_4_24_1","doi-asserted-by":"crossref","unstructured":"Flannery D. J. Vazsonyi A. T. Liau A. K. Guo S. Powell K. E. Atha H. Vesterdal W. Embry D. (2003). Initial behaviour outcomes for the peacebuilders universal school-based violence prevention program. Developmental Psychology 39(2) 292. https:\/\/doi.org\/10.1037\/0012-1649.39.2.292","DOI":"10.1037\/\/0012-1649.39.2.292"},{"key":"e_1_3_4_25_1","doi-asserted-by":"crossref","unstructured":"Gentry J. Eron L. D. (1993). American Psychological Association Commission on Violence and Youth. American Psychologist 48(2) 89. https:\/\/doi.org\/10.1037\/0003-066X.48.2.89","DOI":"10.1037\/\/0003-066X.48.2.89"},{"key":"e_1_3_4_26_1","unstructured":"Gibby-Leversuch R. Field J. Cooke T. (2019). To what extent is the thrive intervention grounded in research and theory? Educational Psychology Research and Practice 5(2) 1\u20138. https:\/\/doi.org\/10.15123\/uel.8873x"},{"key":"e_1_3_4_27_1","doi-asserted-by":"crossref","unstructured":"Giovanelli A. Hayakawa M. Englund M. M. Reynolds A. J. (2018). African-American males in Chicago: Pathways from early childhood intervention to reduced violence. Journal of Adolescent Health 62(1) 80\u201386. https:\/\/doi.org\/10.1016\/j.jadohealth.2017.08.012","DOI":"10.1016\/j.jadohealth.2017.08.012"},{"key":"e_1_3_4_28_1","volume-title":"Children who see too much: Lessons from the child witness to violence project","author":"Groves B.","year":"2002","unstructured":"Groves B. (2002). Children who see too much: Lessons from the child witness to violence project. Beacon Press."},{"key":"e_1_3_4_29_1","doi-asserted-by":"crossref","unstructured":"Guzman M. P. Jellinek M. George M. Hartley M. Squicciarini A. M. Canenguez K. M. Kuhlthau K. A. Yucel R. White G. W. Guzman J. Murphy J. M. (2011). Mental health matters in elementary school: First-grade screening predicts fourth grade achievement test scores. European Child & Adolescent Psychiatry 20(8) 401\u2013411. https:\/\/doi.org\/10.1007\/s00787-011-0191-3","DOI":"10.1007\/s00787-011-0191-3"},{"key":"e_1_3_4_30_1","doi-asserted-by":"publisher","DOI":"10.1016\/S1359-1789(97)00027-X"},{"key":"e_1_3_4_31_1","doi-asserted-by":"crossref","unstructured":"Haines K. Case S. (2018). The future of youth justice. Youth Justice 18(2) 131\u2013148. https:\/\/doi.org\/10.1177\/1473225418791416","DOI":"10.1177\/1473225418791416"},{"key":"e_1_3_4_32_1","unstructured":"Hassan G. (2018). Violence is preventable not inevitable the story of the Scottish violence reduction unit. http:\/\/www.svru.co.uk\/wp-content\/uploads\/2020\/02\/VRU_Report_Digital_Extra_Lightweight.pdf"},{"key":"e_1_3_4_33_1","volume-title":"Crisis intervention: Contemporary issues for on-site interveners","author":"Hendricks J. E.","year":"2003","unstructured":"Hendricks J. E., McKean J., Hendricks C. G. (2003). Crisis intervention: Contemporary issues for on-site interveners (3rd ed.). Charles, C. Thomas Publisher.","edition":"3"},{"key":"e_1_3_4_34_1","doi-asserted-by":"crossref","unstructured":"Holmes C. Levy M. Smith A. Pinne S. Neese P. (2015). A model for creating a supportive trauma-informed culture for children in preschool settings. Journal of Child and Family Studies 24(6) 1650\u20131659. https:\/\/doi.org\/10.1007\/s10826-014-9968-6","DOI":"10.1007\/s10826-014-9968-6"},{"key":"e_1_3_4_35_1","volume-title":"Thrive training and Thrive trainees\u2019 perceived relationships with children with BESD, self-efficacy in managing children\u2019s BESD and causal attributions about BESD in children: a two-phase evaluation","author":"Howarth K.","year":"2013","unstructured":"Howarth K. (2013). Thrive training and Thrive trainees\u2019 perceived relationships with children with BESD, self-efficacy in managing children\u2019s BESD and causal attributions about BESD in children: a two-phase evaluation. University of Exeter."},{"key":"e_1_3_4_36_1","unstructured":"Kotzin S. (2017). Evaluating the effectiveness of the body\u2019s story in building resilience in school-aged children exposed to violence [Doctoral Dissertation University of Pennsylvania]. University of Pennsylvania Research Repository. https:\/\/repository.upenn.edu\/cgi\/viewcontent.cgi?article=1103&context=edissertations_sp2"},{"key":"e_1_3_4_37_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0140-6736(02)11133-0"},{"key":"e_1_3_4_38_1","doi-asserted-by":"crossref","unstructured":"Langley A. K. Gonzalez A. Sugar C. A. Solis D. Jaycox L. (2015). Bounce back: Effectiveness of an elementary school-based intervention for multicultural children exposed to traumatic events. Journal of Consulting and Clinical Psychology 83(5) 853. https:\/\/doi.org\/10.1037\/ccp0000051","DOI":"10.1037\/ccp0000051"},{"key":"e_1_3_4_39_1","doi-asserted-by":"crossref","unstructured":"Lloyd M. (2018). Domestic violence and education: Examining the impact of domestic violence on young children children and young people and the potential role of schools. Frontiers in Psychology 9 2094. https:\/\/doi.org\/10.3389\/fpsyg.2018.02094","DOI":"10.3389\/fpsyg.2018.02094"},{"key":"e_1_3_4_40_1","doi-asserted-by":"crossref","unstructured":"L\u00f6sel F. Farrington D. P. (2012). Direct protective and buffering protective factors in the development of youth violence. American Journal of Preventive Medicine 43(2) S8\u2013S23. https:\/\/doi.org\/10.1016\/j.amepre.2012.04.029","DOI":"10.1016\/j.amepre.2012.04.029"},{"key":"e_1_3_4_41_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.chiabu.2019.104134"},{"issue":"5","key":"e_1_3_4_42_1","first-page":"36","article-title":"A framework for trauma-sensitive schools","volume":"36","author":"McConnico N.","year":"2016","unstructured":"McConnico N., Boynton-Jarrett R., Bailey C., Nandi M. (2016). A framework for trauma-sensitive schools. Zero to Three, 36(5), 36\u201344.","journal-title":"Zero to Three"},{"key":"e_1_3_4_43_1","doi-asserted-by":"crossref","unstructured":"McIntyre E. M. Baker C. N. Overstreet S. (2019). Evaluating foundational professional development training for trauma-informed approaches in schools. Psychological Services 16(1) 95\u2013101. http:\/\/doi.org\/10.1037\/ser0000312.supp","DOI":"10.1037\/ser0000312"},{"key":"e_1_3_4_44_1","doi-asserted-by":"crossref","unstructured":"Metzler M. Merrick M. T. Klevens J. Ports K. A. Ford D. C. (2017). Adverse childhood experiences and life opportunities: Shifting the narrative. Children and Youth Services Review 72 141\u2013149. https:\/\/doi.org\/10.1016\/j.childyouth.2016.10.021","DOI":"10.1016\/j.childyouth.2016.10.021"},{"key":"e_1_3_4_45_1","doi-asserted-by":"crossref","unstructured":"Mitton K. (2019). Public health and violence. Critical Public Health 29(2) 135\u2013137. https:\/\/doi.org\/10.1080\/09581596.2019.1564223","DOI":"10.1080\/09581596.2019.1564223"},{"key":"e_1_3_4_46_1","doi-asserted-by":"publisher","DOI":"10.1080\/19361521.2011.624059"},{"key":"e_1_3_4_47_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10896-005-3651-z"},{"key":"e_1_3_4_48_1","doi-asserted-by":"publisher","DOI":"10.1080\/09627250608553387"},{"key":"e_1_3_4_49_1","doi-asserted-by":"crossref","unstructured":"Olaghere A. Wilson D. B. Kimbrell C. S. (2021). Trauma-informed interventions for at-risk and justice-involved youth: A meta-analysis. Criminal Justice and Behaviour 48(9) 1261\u20131277. https:\/\/doi.org\/10.1177\/00938548211003117","DOI":"10.1177\/00938548211003117"},{"key":"e_1_3_4_50_1","doi-asserted-by":"crossref","unstructured":"Perry D. L. Daniels M. L. (2016). Implementing trauma-informed practices in the school setting: A pilot study. School Mental Health 8(1) 177\u2013188. https:\/\/doi.org\/10.1007\/s12310-016-9182-3","DOI":"10.1007\/s12310-016-9182-3"},{"key":"e_1_3_4_51_1","unstructured":"Public Health England. (2019). Preventing serious violence: A multi-agency approach. https:\/\/www.gov.uk\/government\/publications\/preventing-serious-violence-a-multi-agency-approach"},{"key":"e_1_3_4_52_1","unstructured":"Public Health England (2021). Serious violence duty: Strategic needs assessment guidance. https:\/\/www.gov.uk\/government\/publications\/serious-violence-duty-strategic-needs-assessments\/serious-violence-duty-strategic-needs-assessment-guidance"},{"key":"e_1_3_4_53_1","doi-asserted-by":"crossref","unstructured":"Quinn K. Voisin D. R. Bouris A. Schneider J. (2016). Psychological distress drug use sexual risks and medication adherence among young HIV-positive Black men who have sex with men: exposure to community violence matters. AIDS Care 28(7) 866\u2013872. https:\/\/doi.org\/10.1080\/09540121.2016.1153596","DOI":"10.1080\/09540121.2016.1153596"},{"key":"e_1_3_4_54_1","doi-asserted-by":"crossref","unstructured":"Rishel C. W. Tabone J. K. Hartnett H. P. Szafran K. F. (2019). Trauma-informed elementary schools: Evaluation of school-based early intervention for young children. Children & Schools 41(4) 239\u2013248. https:\/\/doi.org\/10.1093\/cs\/cdz017","DOI":"10.1093\/cs\/cdz017"},{"key":"e_1_3_4_55_1","doi-asserted-by":"crossref","unstructured":"Sabina C. Banyard V. (2015). Moving toward well-being: The role of protective factors in violence research. Psychology of Violence 5(4) 337. https:\/\/doi.org\/10.1037\/a0039686","DOI":"10.1037\/a0039686"},{"key":"e_1_3_4_56_1","unstructured":"Saint Giles M. P. (2016). A pilot study of the effects of a trauma supplement intervention on agency attitudes classroom climate Head Start teacher practices and student trauma-related symptomology [Doctoral Dissertation Michigan State University]. ProQuest. https:\/\/www.proquest.com\/openview\/fe624a6c58aef8916eeb409a4969e5b9\/1?pq-origsite=gscholar&cbl=18750"},{"key":"e_1_3_4_57_1","unstructured":"SAMHSA. (2014). SAMHSA\u2019s concept of trauma and guidance for a trauma-informed approach (HHS Publication No. (SMA) 14-4884). Substance Abuse and Mental Health Services Administration. https:\/\/ncsacw.acf.hhs.gov\/userfiles\/files\/SAMHSA_Trauma.pdf"},{"key":"e_1_3_4_58_1","doi-asserted-by":"crossref","unstructured":"Santiago C. D. Raviv T. Ros A. M. Brewer S. K. Distel L. M. Torres S. A. . . . Langley A. K. (2018). Implementing the bounce back trauma intervention in urban elementary schools: A real-world replication trial. School Psychology Quarterly 33(1) 1. https:\/\/doi.org\/10.1037\/spq0000229","DOI":"10.1037\/spq0000229"},{"key":"e_1_3_4_59_1","doi-asserted-by":"crossref","unstructured":"Sappington A. A. (2000). Childhood abuse as a possible locus for early intervention into problems of violence and psychopathology. Aggression and Violent Behavior 5(3) 255\u2013266. https:\/\/doi.org\/10.1016\/S1359-1789(98)00016-0","DOI":"10.1016\/S1359-1789(98)00016-0"},{"key":"e_1_3_4_60_1","doi-asserted-by":"crossref","unstructured":"Shamblin S. Graham D. Bianco J. A. (2016). Creating trauma-informed schools for rural Appalachia: The partnerships program for enhancing resiliency confidence and workforce development in early childhood education. School Mental Health 8(1) 189\u2013200. https:\/\/doi.org\/10.1007\/s12310-016-9181-4","DOI":"10.1007\/s12310-016-9181-4"},{"key":"e_1_3_4_61_1","doi-asserted-by":"crossref","unstructured":"Skopp N. A. McDonald R. Jouriles E. N. Rosenfield D. (2007). Partner aggression and children\u2019s externalizing problems: maternal and partner warmth as protective factors. Journal of Family Psychology 21(3) 459. https:\/\/doi.org\/10.1037\/0893-3200.21.3.459","DOI":"10.1037\/0893-3200.21.3.459"},{"key":"e_1_3_4_62_1","doi-asserted-by":"crossref","unstructured":"Sweeney A. Clement S. Filson B. Kennedy A. (2016). Trauma-informed mental healthcare in the UK: What is it and how can we further its development? Mental Health Review Journal 21(3) 174\u2013192. https:\/\/doi.org\/10.1108\/MHRJ-01-2015-0006","DOI":"10.1108\/MHRJ-01-2015-0006"},{"key":"e_1_3_4_63_1","doi-asserted-by":"publisher","DOI":"10.1136\/jech-2019-212738"},{"key":"e_1_3_4_64_1","doi-asserted-by":"crossref","unstructured":"Webster-Stratton C. Taylor T. (2001). Nipping early risk factors in the bud: Preventing substance abuse delinquency and violence in adolescence through interventions targeted at young children (0\u20138 years). Prevention Science 2(3) 165\u2013192. https:\/\/doi.org\/10.1023\/A:1011510923900","DOI":"10.1023\/A:1011510923900"},{"key":"e_1_3_4_65_1","volume-title":"Journeys from childhood to midlife: Risk, resilience, and recovery","author":"Werner E. E.","year":"2001","unstructured":"Werner E. E., Smith R. S. (2001). Journeys from childhood to midlife: Risk, resilience, and recovery. Cornell University Press."},{"key":"e_1_3_4_66_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2648.2005.03621.x"},{"key":"e_1_3_4_67_1","unstructured":"World Health Organization. (2022). WHO violence prevention unit: Approach objectives and activities. https:\/\/www.who.int\/publications\/m\/item\/who-violence-prevention-unit\u2013approach\u2013objectives-and-activities\u20132022-2026"},{"key":"e_1_3_4_68_1","unstructured":"Young Minds. (2018). Addressing childhood adversity and trauma. [Infographic]. https:\/\/www.youngminds.org.uk\/media\/ojpon1ut\/addressing-adversity-infographic-poster.pdf"}],"container-title":["Trauma, Violence, &amp; Abuse"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/15248380241306040","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.1177\/15248380241306040","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/15248380241306040","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,5,2]],"date-time":"2026-05-02T05:33:13Z","timestamp":1777699993000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/15248380241306040"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2024,12,27]]},"references-count":67,"journal-issue":{"issue":"1","published-print":{"date-parts":[[2026,1]]}},"alternative-id":["10.1177\/15248380241306040"],"URL":"https:\/\/doi.org\/10.1177\/15248380241306040","relation":{},"ISSN":["1524-8380","1552-8324"],"issn-type":[{"value":"1524-8380","type":"print"},{"value":"1552-8324","type":"electronic"}],"subject":[],"published":{"date-parts":[[2024,12,27]]}}}