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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

The Role of Trauma-Informed Training in Helping Los Angeles Teachers Manage the Effects of Student Exposure to Violence and Trauma
Melanie Sonsteng-Person, Alysse M. Loomis
Journal of Child & Adolescent Trauma (2021) Vol. 14, Iss. 2, pp. 189-199
Open Access | Times Cited: 21

Showing 21 citing articles:

Efforts to Improve and Expand Implementation of Trauma-Responsive Schools: Findings from a Randomized Pilot of the Trauma Education to Advance Community Healing (TEACH) Program
Mashana Smith, Andrea Roberts, Saadia Elahi, et al.
School Mental Health (2025)
Closed Access
Developing empathy and support for students with the “most challenging behaviors:” Mixed-methods outcomes of professional development in trauma-informed teaching practices
Jessica B. Koslouski
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 16
Beyond the behavior: Teachers’ trauma-informed attitudes relate to lower expulsion risk among uninhibited preschoolers
Alysse M. Loomis, Timothy W. Curby, Katherine M. Zinsser
Children and Youth Services Review (2023) Vol. 145, pp. 106806-106806
Closed Access | Times Cited: 8
The trauma challenge: How teachers experience students with complex trauma
Anne Southall
British Journal of Special Education (2023) Vol. 51, Iss. 1, pp. 3-14
Open Access | Times Cited: 7
Building Trauma Informed Teachers: A Constructivist Grounded Theory Study of Remote Primary School Teachers’ Experiences With Children Living With the Effects of Complex Childhood Trauma
Meegan Brown, Judith A. Howard, Kerryann Walsh
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 8
A randomized trial of trauma-informed training content: Effects on preschool teachers’ trauma-informed attitudes, stress, and coping
Alysse M. Loomis, Devon Musson Rose
Children and Youth Services Review (2024) Vol. 166, pp. 107963-107963
Closed Access | Times Cited: 1
A New World Cannot be Built Alone: An Abolitionist Framework for Collective Action in Social Work
Melanie Sonsteng-Person, A.P. Spoth, C. Riley Hostetter, et al.
Abolitionist Perspectives in Social Work (2023) Vol. 1, Iss. 1
Open Access | Times Cited: 4
“Unfortunately what’s right isn’t always what’s best”: Exploring teacher and school staff experiences with mandated reporting
Caitlin Lau, Kira L. Alqueza, Melanie Sonsteng-Person, et al.
Journal of Public Child Welfare (2024) Vol. 18, Iss. 5, pp. 1110-1135
Closed Access | Times Cited: 1
Utilizing KAP in Schools: An Evaluation of Educators’ and Staff Knowledge, Attitudes, and Practices Related to Trauma
Olivia C. Heck, Heather E. Ormiston, Polly R. Husmann
Journal of Child & Adolescent Trauma (2023) Vol. 16, Iss. 4, pp. 889-901
Open Access | Times Cited: 2
A Randomized Trial of Trauma-Informed Training Content: Effects on Preschool Teachers’ Trauma-Informed Attitudes, Stress, and Coping
Alysse M. Loomis, Devon Musson Rose
(2024)
Closed Access
Delving into the Elementary School Teachers’ Experiences and Support Needs When Working with Traumatized Learners
Jeffrey G. Mabawad -
International Journal For Multidisciplinary Research (2024) Vol. 6, Iss. 3
Open Access
Transcending attitudes: teacher responses to professional development in trauma-informed education
Stacy Gherardi, Allison Stoner
Discover Education (2024) Vol. 3, Iss. 1
Open Access
Teacher Reports of Social Determinants of Health in Preschool Classrooms
Alysse M. Loomis, Christopher Cambron, G. Maureen Gomez
Families in Society The Journal of Contemporary Social Services (2023) Vol. 105, Iss. 2, pp. 157-172
Closed Access | Times Cited: 1
Academic Achievement After Violence Exposure: The Indirect Effects of School Attachment and Motivation to Succeed
Melanie Sonsteng-Person, Jeremiah W. Jaggers, Alysse M. Loomis
Journal of Child & Adolescent Trauma (2023) Vol. 16, Iss. 3, pp. 717-729
Open Access | Times Cited: 1
Reflections from a Graduate Student: Adapting Trauma-Sensitive Pedagogy in the time of a Pandemic
Dianne Wellington
Northwest Journal of Teacher Education (2023) Vol. 18, Iss. 1
Open Access | Times Cited: 1
Developing trauma-informed teacher education in England
Mark Boylan, Lynne Truelove, Sally Pearse, et al.
London Review of Education (2023) Vol. 21, Iss. 1
Open Access | Times Cited: 1
The Urban Youth Trauma Center: A Trauma-Informed Continuum for Addressing Community Violence Among Youth
Jaleel Abdul‐Adil, Liza Suárez
Community Mental Health Journal (2021) Vol. 58, Iss. 2, pp. 334-342
Open Access | Times Cited: 3
Teacher understanding of trauma in the classroom and their professional learning experiences: every little bit counts
Kate B. Eastman, Anne McMaugh
Professional Development in Education (2022), pp. 1-15
Closed Access | Times Cited: 2
“At What Point Do You Ask a Suicidal Teen to Do Their Math Homework?”: How Los Angeles Teachers Are Navigating the Effects of Violence-Related Trauma in the Classroom
Melanie Sonsteng-Person, Natalie Fensterstock, Miranda Higham, et al.
The Educational Forum (2023) Vol. 88, Iss. 2, pp. 217-233
Closed Access
Trauma-informed education

Frontiers research topics (2023)
Open Access
Building trauma informed teachers: A constructivist grounded theory study of remote primary school teachers' experiences with children living with the effects of complex childhood trauma
Meegan Nola Brown
(2021)
Open Access
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