Trauma-informed Interventions: General Information Intervention Template: CFTSI: Child and Family Traumatic Stress Intervention

2008 ◽  
2021 ◽  
Vol 77 (4) ◽  
pp. 359-371
Deborah van Deusen Hunsinger

The article describes how primary, secondary, intergenerational and collective trauma are intertwined in our lived experience, especially in times of severe stress, such as the current coronavirus pandemic. An argument is made for personal and collective mourning, and for developing an attitude of curiosity, openness, acceptance, and love toward oneself and others who suffer traumatic stress. The foundational lifeline of trust in God is nurtured by the faith and practice of the church through the witness of Scripture, worship, prayer, song, and mutual caring.

2019 ◽  
Vol 89 (3) ◽  
pp. 421-447 ◽  

In this essay, authors Lawson, Caringi, Gottfried, Bride, and Hydon introduce the concept of trauma literacy, connecting it to students' trauma and educators' secondary traumatic stress (STS). Interactions with traumatized students is one cause of STS; others derive from other traumatic encounters in schools and communities. Undesirable effects of STS start with professional disengagement and declining performance, include spill-over effects into educators' personal lives, and, ultimately, may cause them to leave the profession. The authors contend that alongside trauma-informed pedagogies and mental health services for students, mechanisms are needed for STS prevention, early identification, and rapid response. To benefit from and advance this dual framework, educators need a trauma-informed literacy that enables self-care, facilitates and safeguards interactions with trauma-impacted students and colleagues, and paves the way for expanded school improvement models.

Carrie Epstein ◽  
Hilary Hahn ◽  
Steven Berkowitz ◽  
Steven Marans

2018 ◽  
Vol 99 (2) ◽  
pp. 160-169 ◽  
Adam McCormick ◽  
Karey Scheyd ◽  
Samuel Terrazas

LGBTQ youth are disproportionately impacted by multiple forms of childhood trauma, including physical abuse, sexual abuse, dating violence, sexual assault, and peer violence. The emerging practices of trauma-informed care and trauma-specific interventions have made significant contributions to the manner in which systems respond to the needs of traumatized youth. However, these youth are largely excluded from many trauma-informed conversations. This article seeks to use the Concepts for Understanding Traumatic Stress Responses in Children and Families, developed by the National Child Traumatic Stress Network, to address the traumatic experiences and responses of LGBTQ youth.

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