Trauma informed care: A history of helping: A history of excellence lessons learned since 1990

2009 ◽  
Author(s):  
William Steele
2017 ◽  
Vol 18 (1) ◽  
pp. 335-348 ◽  
Author(s):  
Brent R. Crandal ◽  
Andrea L. Hazen ◽  
Jennifer Rolls Reutz

A central aspect of trauma-informed care in child welfare (CW) systems is the use of a trauma-informed screening process. This includes the use of a broadly administered measurement approach to assist professionals in identifying current trauma-related symptomology or a history of potentially traumatizing events. With a high prevalence of unmet mental health needs among CW-involved children, screening can be a crucial step as systems strive to identify children impacted by trauma. This paper offers a summary of CW screening approaches in county-administered CW systems across California. Through a web-administered survey, 46 county administrators reported on their screening practices and perceptions. Information about ages of children screened and screening tools used, perceptions of screening implementation priorities, degree of implementation and satisfaction with screening processes is provided. Several implementation considerations for future trauma-informed care efforts are offered including maintaining a focus on childhood trauma, closing the science-practice gap, and evaluating the state of the science.


Author(s):  
Rufaro A. Chitiyo ◽  
Florence Nyemba ◽  
Elizabeth A. Ramsey

This chapter focuses on nonviolent discipline practices within classroom settings. The authors draw upon a trauma-informed perspective as a means to encourage professionals working with children to engage in best practices as they decide how to best discipline children under their care. They also address a few examples of nonviolence in U.S. history because peace has worked multiple times as a means to solve social problems. In addition, they provide a brief history of discipline in U.S. schools and how that has evolved over time. Furthermore, they explain possible causes of trauma in children, how to discipline children with histories of trauma, how to implement trauma-informed care in K-12 settings, as well as provide examples of trauma-informed classroom strategies. Using a case study, they provide an example of how to guide teachers to use nonviolent discipline in their work with children with histories of trauma.


2017 ◽  
Vol 24 (2) ◽  
pp. 153-154
Author(s):  
Jenna A. LoGiudice

A woman’s past history of sexual trauma is inextricably woven into her pregnancy and birth experience. Two cases are presented by a practicing certified nurse midwife to demonstrate trauma-informed care in the childbearing setting. Providing trauma-informed care universally in the women’s healthcare setting is imperative given not all women disclose their history. Empowering survivors may allow for a restorative birth, in which trust of one’s own body can be regained.


2021 ◽  
pp. 088626052110428
Author(s):  
Julia Aiken ◽  
Stacey B. Griner

Literature has established that men with non-consensual sexual experiences exhibit a higher likelihood of engaging in high-risk sexual behaviors; however, previous research does not explore men with unwanted sexual experiences, nor their sexual and general health outcomes. Weighted data from the 2011–2017 National Survey of Family Growth included men aged 18–49 years who ever experienced oral, vaginal, or anal sex by partners of any gender ( N = 10,763). The Pearson χ2 test compared the sociodemographic of men with or without a history of unwanted or non-consensual sex. Logistic regressions were used to examine the association of this history to sexual health and general health outcomes, while controlling for age, race/ethnicity, and education level. Approximately 1 in 10 (10.3%) American men reported experiencing unwanted or non-consensual sex in their lifetime. Men with these experiences were more likely to rate their health as fair or poor (a OR = 1.5, 95% CI = [1.1, 2.0]) and have difficulty concentrating, remembering, or making decisions due to a physical, mental, or emotional condition (a OR = 2.1, 95% CI = [1.7, 2.7]). Men with forced sex experiences reported higher odds of gonorrhea (a OR = 5.4; 95% CI = [3.0, 10.0]) or chlamydia diagnoses (a OR = 2.5; 95% CI = [1.5, 4.4]) in the past year, and a diagnosis of genital herpes (a OR = 2.7; 95% CI = [1.6, 4.6]), genital warts (a OR = 1.7; 95% CI = [1.0, 5.6]), and syphilis (a OR = 2.4; 95% CI = [1.0, 5.6]) in their lifetime than men who did not report these experiences. The association of sexually transmitted infections and general health outcomes to unwanted and non-consensual sex validates the demand for clinicians to integrate trauma-informed care into their practice with male patients.


2019 ◽  
pp. 89-102
Author(s):  
Beth B. Hogans

Chapter 6 addresses the clinical assessment of patients with pain, including the pain-focused clinical interview (history of present illness), the patient’s illness narrative, boundary issues and precautions in examining patients with pain, and details of the basic pain-focused examination. Additionally, specific maneuvers for evaluation of common pain-associated conditions are described, including palpating for trigger points, palpation of the spine, straight leg raise testing, evaluations for radiculopathy, sacroiliac dysfunction, peripheral neuropathy, neuromas, and headache. The chapter applies the principles of patient-centered medicine, the structured clinical interview, the therapeutic alliance, and trauma-informed care to provide the health professions trainee with a useful introduction to the pain-focused clinical interview and examination.


2013 ◽  
Vol 37 (12) ◽  
pp. 1215-1224 ◽  
Author(s):  
Maria Muzik ◽  
Menatalla Ads ◽  
Caroline Bonham ◽  
Katherine Lisa Rosenblum ◽  
Amanda Broderick ◽  
...  

2017 ◽  
Vol 66 (5) ◽  
pp. 233-240 ◽  
Author(s):  
Marie-Anne Rosemberg ◽  
Laura Gultekin ◽  
Michelle Pardee

Individuals with a history of adverse childhood experiences (ACEs) disproportionately have poor mental and physical health outcomes. These experiences affect individuals across the life span extending beyond health with deleterious impact on work-related outcomes. Low-wage workers are particularly at risk. Social service and health organizations are becoming aware of the extent to which the populations they serve have been affected by these experiences. Employment support programs may serve high-ACE individuals but likely are unaware of their histories and the developmental or health deficits that result and can impinge on successful employment. Occupational health nurses may be well-positioned not only to implement trauma-informed care in workplaces but also to influence the ways in which employment services for this vulnerable group are delivered. The purpose of this article is to consider how ACEs could affect vulnerable workers. The need for trauma-informed research and praxis to advance occupational health nursing is discussed.


Author(s):  
Eileen A. Dombo ◽  
Christine Anlauf Sabatino

Chapter 7 explores the essential framework for creating a customized trauma-informed model for schools that engages all stakeholders, including children, parents, communities, teachers, and school administrators, in this paradigm shift. A multitiered approach that includes the four basic assumptions of trauma-informed care is presented, and models of trauma-informed schools are reviewed. Lessons learned from other areas of social work practice, such as child welfare and mental health, are included as well. Case examples of implementation in different school settings demonstrate how to implement the strategies and how the strategies can affect children. Finally, resources for implementation are provided.


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