Trauma-informed care in the context of intellectual and developmental disability services: Perceptions of service providers

2020 ◽  
pp. 174462952091808
Author(s):  
Amanda J Rich ◽  
Nikki DiGregorio ◽  
Carla Strassle
Keyword(s):  
Developmental Disabilities ◽  
Service Providers ◽  
Well Being ◽  
Service Organizations ◽  
Intellectual And Developmental Disabilities ◽  
Mental Health Providers ◽  
Health Providers ◽  
Trauma Informed Care ◽  
High Staff Turnover ◽  
Trauma Informed

Traumatic life events have pervasive impacts on health and well-being. A growing body of literature shows that people with intellectual and developmental disabilities are disproportionately impacted by trauma. Trauma-informed care (TIC) is a philosophy of service provision that is committed to preventing traumatization and re-traumatization and promoting healing. This study explores the perceptions of 130 leaders in the field of intellectual and developmental disabilities services on the adoption and practice of TIC through the analysis of quantitative data. Results indicated a disconnect between the level of TIC integration and perceptions detailing how well organizations are currently performing in aspects of TIC. Barriers to TIC included high staff turnover, lack of accessible mental health providers, lack of affordable training, stigma, and restrictive funding structures. Implications and recommendations for service organizations and educators are provided.

From the DSP Perspective: Exploring the Use of Practices That Align With Trauma-Informed Care in Organizations Serving People With Intellectual and Developmental Disabilities

2020 ◽  
Vol 58 (3) ◽  
pp. 208-220
Author(s):  
John M. Keesler
Keyword(s):  
Organizational Culture ◽  
Developmental Disabilities ◽  
Online Survey ◽  
Intellectual And Developmental Disabilities ◽  
Organizational Practices ◽  
Trauma Informed Care ◽  
Trauma Informed ◽  
Current Practices

Abstract Trauma-informed care (TIC) is a systemwide approach that emphasizes organizational practices based upon principles of safety, choice, collaboration, empowerment, and trustworthiness. It is intended to influence an entire organization, with implications for clients and the workforce. The present study explored the extent to which IDD organizations utilize practices that align with TIC with their DSP workforce. Through an online survey, 380 DSPs (84% women; 82% white) responded to a trauma-informed organizational culture measure. Results demonstrated variability across items and significant differences between TIC principles with safety most strongly scored, and collaboration least strongly scored. Perception of organizational practices differed by ethnicity, with non-white DSPs having more favorable responses. Current practices with DSPs align with TIC, however, increased attention through explicit trauma-informed initiatives is warranted.

scholarly journals Implementing trauma-informed care through social innovation in child welfare residential treatment centres serving elementary school children

2020 ◽  
Vol 7 (1) ◽  
pp. 222-232
Author(s):  
Denise Brend ◽  
Nicolas Fréchette ◽  
Arnaud Milord-Nadon ◽  
Tim Harbinson ◽  
Delphine Collin-Vezina
Keyword(s):  
Child Welfare ◽  
Residential Treatment ◽  
Complex Trauma ◽  
Social Innovation ◽  
Task Force ◽  
Self Regulation ◽  
Well Being ◽  
Worker Attitudes ◽  
Trauma Informed Care ◽  
Trauma Informed

Objectives: This article presents the theoretical basis, initial deployment strategies, and resulting preliminary findings of a program implemented in residential treatment centres (RCs) in child welfare. “Program Penguin” aimed to help workers develop trauma-informed attitudes and implement trauma-informed practices, make the workplace more responsive to the well-being of RC workers, and reduce the use of restraints and seclusion among school-aged children in RCs. Methods: Informed by the theories of complex trauma (National Child Traumatic Stress Network Complex Trauma Task Force, 2003), polyvicitimization (Finkelhor et al., 2007), Attachment, Self-Regulation and Competency (ARC; Blaustein & Kinniburgh, 2018) and Positive Behavioural Interventions and Supports (PBIS; Sugai & Horner, 2002), Program Penguin was developed and deployed using the social innovation approach (Fixsen et al. 2005). The key stages of social innovation will here be used to describe the implementation process. Results: Changes in practices were observed, RC worker attitudes towards trauma-informed care were assessed and showed strong effects between multiple covariables. RC worker support needs were identified, and a reduction in the use of restraints and seclusions was shown. Key strategies towards the development and maintenance of buy-in and meaningful change in practices are also described. Implications: Changes observed at all levels of this implementation suggest Programme Penguin is a promising approach, despite local issues that arose and the challenges inherent to program deployment within child protection settings. It appears a trauma-informed program using positive behavioural approaches and leveraging existing organizational strengths may impact intervention strategies, worker attitudes, and the use of restraints and seclusions against children in RCs.

Building and Managing Collaborative Teams

2019 ◽  
pp. 355-374
Author(s):  
Matthew J. Sullivan
Keyword(s):  
Mental Health ◽  
Family System ◽  
Service Providers ◽  
Mental Health Providers ◽  
Health Providers ◽  
Family Needs ◽  
Highly Qualified ◽  
Collaborative Teams ◽  
The Family ◽  
Court Involved

This chapter addresses the importance of collaborative teams in addressing the needs of court-involved families. Families may have a number of mental health and other service providers addressing complex family needs, who may unintentionally become caught up in the dynamics of family conflict if there is not adequate coordination among them. Creating and managing effective professional teams requires a highly qualified team leader, who may be a parenting coordinator or a judicial officer who has the time and expertise for detailed case management. This chapter describes issues to consider and a model for collaborating with attorneys, selecting and working with existing mental health providers, and resolving issues and conflicts that may arise among professionals and nonprofessionals engaged with the family system. It provides guidance to sensitively managing the sharing of information and to address compliance interventions to increase the effectiveness of services.

scholarly journals Associated Risk Factors for Depression and Anxiety in Adults With Intellectual and Developmental Disabilities: Five-Year Follow Up

2020 ◽  
Vol 125 (1) ◽  
pp. 49-63
Author(s):  
Kelly Hsieh ◽  
Haleigh M. Scott ◽  
Sumithra Murthy
Keyword(s):  
Risk Factors ◽  
Developmental Disabilities ◽  
Stressful Life Events ◽  
Service Providers ◽  
Anxiety And Depression ◽  
Diagnostic Process ◽  
Intellectual And Developmental Disabilities ◽  
Depression And Anxiety ◽  
Increased Risk ◽  
Associated Risk Factors

Abstract A better understanding of the factors associated with depression and anxiety in people with intellectual and developmental disabilities (IDD) is needed to provide guidelines for service providers, clinicians, and researchers as well as to improve the diagnostic process. The current study used a longitudinal dataset to explore demographic, health, and psychosocial risk factors of anxiety and depression in adults with IDD. Women were more likely to have depression while older adults, people with autism, and people with hearing impairments, were more likely to have anxiety. Chronic health conditions were associated with both anxiety and depression, while changes in stressful life events were associated with an increased risk of anxiety. Clinical and research contributions are discussed.

Healing-Informed Social Justice Mathematics: Promoting Students’ Sociopolitical Consciousness and Well-Being in Mathematics Class

2018 ◽  
Vol 54 (9) ◽  
pp. 1179-1209 ◽  
Author(s):  
Kari Kokka
Keyword(s):  
Social Justice ◽  
Social Issues ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Well Being ◽  
Trauma Informed Care ◽  
Sociopolitical Consciousness ◽  
Public Middle School ◽  
Trauma Informed ◽  
Social Justice Mathematics

Using an ecological approach to trauma-informed care and radical healing, this case study explores how one Title I public middle school mathematics classroom offered students opportunities to engage in healing practices through the use of Social Justice Mathematics. Findings indicate that students identified their emotions, engaged in structural analyses of local social issues, and expressed plans to take action. This study suggests the possibility of using a Healing-Informed Social Justice Mathematics approach to support development of students’ sociopolitical consciousness, mathematics learning, and well-being.

scholarly journals Trauma-Informed Care in Child Welfare: An Imperative for Residential Childcare Workers

2020 ◽  
Vol 7 (1) ◽  
pp. 154-165 ◽  
Author(s):  
Denise Michelle Brend ◽  
Ginny Sprang
Keyword(s):  
Child Welfare ◽  
Well Being ◽  
Organizational Level ◽  
Stress Reactions ◽  
Child Welfare Professionals ◽  
Trauma Informed Care ◽  
Trauma Informed ◽  
Childcare Workers ◽  
Negative Impacts ◽  
Residential Childcare

Context: Rates of traumatization among residential child welfare professionals are alarmingly high. The well-being of these professionals is associated both with their intention to stay in their jobs and outcomes of children in their care. Several risk factors threaten the well-being of child welfare professionals, including primary and secondary exposure to experiences with the potential to provoke posttraumatic stress reactions. Objectives: This manuscript details experiences empirically shown to have potential negative impacts on professional well-being, discusses why these impacts are of particular concern for residential childcare workers, and describes the types of organizational cultures and climates that appear to mitigate these negative impacts. Implications: Trauma-informed care at the organizational level is proposed both as a means to reduce harm to child-welfare professionals and promote the rehabilitation of children within the child welfare system.

The Usefulness of Offering 24/7 Online Support Within a Wider Mix of Professional Services for People With Intellectual and Developmental Disabilities Living Independently: A Qualitative, Multiple Case Study

Inclusion ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 138-154
Author(s):  
Miriam Zaagsma ◽  
Karin M. Volkers ◽  
Mark H. M. Koning ◽  
Geert van Hove ◽  
Alice P. Schippers
Keyword(s):  
Developmental Disabilities ◽  
Multiple Case Study ◽  
Support Service ◽  
Professional Services ◽  
Service Organizations ◽  
Online Support ◽  
Intellectual And Developmental Disabilities ◽  
Multiple Case ◽  
Qualitative Multiple Case Study

Abstract Service organizations for people with intellectual and developmental disabilities (IDD) increasingly use telecare applications to improve their services. This study explored the usefulness of offering the 24/7 online support service DigiContact within a broader mix of professional services for people with IDD living independently. We employed a qualitative multiple case study, in which the cases of nine online support users were reconstructed through semistructured interviews with both support users and their case workers. Thematic analysis showed that online support was used as an addition to regular onsite support to enable a more tailor-made delivery of professional supports. Online support can be valuable for its users by increasing the accessibility of professional support and creating opportunities for more self-direction in support.

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