Storytelling Through Dance and Movement

2019 ◽  
pp. 124-155
Author(s):  
Jenny Bopp
Keyword(s):  
Assessment Methods ◽  
Hard Work ◽  
Traumatic Experiences ◽  
Life Skill ◽  
Time Period ◽  
Movement Assessment ◽  
Trauma Informed ◽  
Skill Building ◽  
Evaluation Survey

Everyone has a story to tell, but because of trauma, not everyone can use words to tell it. The purpose of this chapter is to demonstrate an arts-based, trauma-informed, hope-infused movement and storytelling curriculum for adults (ages 19+) who are in recovery from various addictions or traumatic experiences. The curriculum was implemented with a group of five people selected by the supervising agency (Kingdom Recovery) to assess whether or not it proved beneficial to the participants. Assessment methods included before/after class experiences, a movement assessment checklist, and an evaluation survey. The curriculum consisted of seven lessons lasting 90 minutes each, and the goal of the curriculum was to promote life-skill building, healing, and hope. At the end of the seven-week time period, subjects performed pieces they choreographed throughout the sessions as a celebration of their accomplishments and hard work. The goals of the curriculum were accomplished successfully and 100% of the participants noticed an increase in their confidence, empathy, and creativity.

Working alongside people with intellectual disabilities who have had difficult experiences: Reflections on trauma-informed care within a service context

2021 ◽  
pp. 174462952098771
Author(s):  
Elisabeth Goad
Keyword(s):  
Intellectual Disabilities ◽  
Systems Approach ◽  
Traumatic Experiences ◽  
Childhood Experiences ◽  
Trauma Informed Care ◽  
Adverse Childhood ◽  
Conference Presentations ◽  
Trauma Informed ◽  
People With Intellectual Disabilities ◽  
Whole Systems

People with intellectual disabilities are more likely to experience adverse childhood experiences than those in the general population. Additionally, the conceptualization of ‘trauma’ is far broader than traditionally understood in order to encompass the far reaching relational nature of people with intellectual disabilities traumatic experiences. This reflective account details the first steps one service took to embrace trauma-informed care as a whole systems approach. The paper is a response to calls following conference presentations about our work, to share the process of the beginning of this journey, it also aims to provide key learning points, practical considerations and questions for reflection in order to support other services to begin their own relationships with trauma-informed care.

scholarly journals Universal precautions: A methodology for trauma-informed justice

2021 ◽  
Vol 6 (3) ◽  
pp. 156-159
Author(s):  
Daniel J. Jones
Keyword(s):  
Police Officers ◽  
Justice System ◽  
Correctional Officers ◽  
Probation Officers ◽  
Traumatic Experiences ◽  
Childhood Experiences ◽  
Universal Precautions ◽  
First Aid Training ◽  
Trauma Informed ◽  
Offending Behaviour

The research clearly indicates that the vast majority of individuals involved in the justice system who display offending behaviour have experienced trauma, victimization, or Adverse Childhood Experiences (ACEs). Knowing this to be empirically factual raises the question, why is this not highlighted in the training of police officers, correctional officers, parole and probation officers, crown prosecutors, defence lawyers, and judges alike? An understanding of the Justice Client and their complex trauma could have important consequences on how all justice actors interact with people who experience the justice system. Knowing that these individuals were often victims long before they were offending could bring a more compassionate lens to the justice system. Having traumatic experiences is not the cause of offending, but it is often present in the offending population. The prevalence of trauma among the offending population, who themselves have often traumatized their victims, suggests a much-needed change in how police are trained to interact with Justice Clients. This paper applies the concept of Universal Precautions from first aid training in the development of practical policy to create a justice system based in compassion.

scholarly journals A Scoping Review of Trauma-Informed Curricula for Primary Care Providers

2021 ◽  
Vol 53 (10) ◽  
pp. 843-856
Author(s):  
Constance Gundacker ◽  
Tyler W. Barreto ◽  
Julie P. Phillips
Keyword(s):  
Primary Care ◽  
Patient Satisfaction ◽  
Health Outcomes ◽  
Primary Care Providers ◽  
The United States ◽  
Traumatic Experiences ◽  
Search Term ◽  
Care Providers ◽  
Trauma Informed ◽  
The Impact

Background and Objectives: Traumatic experiences such as abuse, neglect, and household dysfunction have a lifetime prevalence of 62%-75% and can negatively impact health outcomes. However, many primary care providers (PCPs) are inadequately prepared to treat patients with trauma due to a lack of training. Our objective was to identify trauma-informed approach curricula for PCPs, review their effectiveness, and identify gaps. Methods: We systematically identified articles from Medline, Scopus, Web of Science, Academic Search Premier, Cochrane, PsycINFO, MedEd Portal, and the STFM Resource Library. Search term headings “trauma-informed care (TIC),” “resilience,” “patient-centered care,” “primary care,” and “education.” Inclusion criteria were PCP, pediatric and adult patients, and training evaluation. Exclusion criteria were outside the United States, non-English articles, non-PCPs, and inpatient settings. We used the TIC pyramid to extract topics. We analyzed evaluation methods using the Kirkpatrick Model. Results: Researchers reviewed 6,825 articles and identified 17 different curricula. Understanding health effects of trauma was the most common topic (94%). Evaluation data revealed overall positive reactions and improved knowledge, attitudes, and confidence. Half (53%) reported Kirkpatrick level 3 behavior change evaluation outcomes with increased trauma screening and communication, but no change in referrals. Only 12% (2/17) evaluated Kirkpatrick level 4 patient satisfaction (significant results) and health outcomes (not significant). Conclusions: Pilot findings from studies in our review show trauma-informed curricula for PCPs reveal positive reactions, an increase in knowledge, screening, communication, and patient satisfaction, but no change in referrals or health outcomes. Further research is needed to examine the impact of trainings on quality of care and health outcomes.

Aging in place among older adults with histories of traumatic experiences: A scoping review

2021 ◽  
Author(s):  
Ramona A Danielson ◽  
Susan Ray-Degges
Keyword(s):  
Older Adults ◽  
Scoping Review ◽  
Aging In Place ◽  
Traumatic Experience ◽  
Traumatic Experiences ◽  
Trauma History ◽  
Permanent Supportive Housing ◽  
Trauma Informed ◽  
Aging Adults ◽  
Design And Methods

Abstract Background and Objectives Adverse childhood and adult experiences can have far-reaching impacts, and when coupled with typical aging-related changes, may impede achievement of a suitable person-environment fit for aging adults. The objective of our study was to determine if extant literature connects older adults with trauma history to successfully aging in place. Research Design and Methods We proposed a conceptual model regarding trauma history, adaptive capacity of aging adults, and trauma-informed supports for aging in place. We conducted a scoping review using six databases [key words older adult(s), aging in place, housing, trauma], with a full review of 32 articles. Results Insights included: 1) Aging in place does not have to mean living in the same house over time. 2) The uncertainty of the aging process can be traumatic and can be exacerbated by previous traumatic experiences. 3) Environmental sensitivities can result from previous traumatic experiences and cause further trauma. 4) Housing precarity is a traumatic experience. 5) Permanent supportive housing is an important resource for people in crisis. 6) Community supports are critical to aging in place. Discussion and Implications Our review revealed insights about aging in place and trauma, but did not connect the vulnerabilities specific to aging adults with personal trauma histories to aging in place. Research is needed that confirms the relationship between history of traumatic experiences and difficulties with aging in place as well as trauma-informed approaches that can mitigate housing-related stressors and foster community living environments that provide equitable access to aging in place.

Trauma-Informed Care in Support of Autism

2022 ◽  
pp. 126-137
Author(s):  
Laura G. Buckner ◽  
Jillian Yarbrough
Keyword(s):  
Autism Spectrum Disorder ◽  
Substance Abuse ◽  
Mental Illness ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Financial Hardship ◽  
Traumatic Experiences ◽  
Behavioral Challenges ◽  
Trauma Informed Care ◽  
Trauma Informed

Research indicates that trauma can intensify autism spectrum disorder symptoms. Autism is a developmental disability that causes significant social, communication, and behavioral challenges. Individuals with autism experience trauma ranging from exclusion to violence. In fact, many research studies indicate that people with autism have higher risks of traumatic experiences such as financial hardship, mental illness, substance abuse, trauma, and separation from their family. The chapter will address why individuals with autism are more likely to experience and struggle from traumas, how isolation can contribute to trauma, the symptoms of trauma in an autistic individual, and how trauma-informed care can help support improvements.

Exploring How Trauma Is Addressed in Sexual Education Interventions for Youth: A Scoping Review

2020 ◽  
Vol 47 (6) ◽  
pp. 880-893
Author(s):  
Lisa S. Panisch ◽  
Monica Faulkner ◽  
Sofia B. Fernandez ◽  
Nicole M. Fava
Keyword(s):  
Sexual Health ◽  
Scoping Review ◽  
The United States ◽  
Health Interventions ◽  
Traumatic Experiences ◽  
Sexually Transmitted ◽  
Trauma Informed ◽  
Education Interventions ◽  
Intervention Content ◽  
The Impact

Traumatic experiences are common among adolescents and can negatively affect learning and increase the risk of early pregnancy, parenthood, and sexually transmitted infections. Little is known about how current sexual health interventions address trauma. A scoping review was conducted to gain insight into how trauma is addressed in adolescent sexual health interventions. Peer-reviewed studies from the United States published between 2008 and 2018 describing a sexual health intervention for youth were considered. Studies were analyzed to determine if and how trauma was addressed in the interventions. Out of 169 articles initially screened, 29 met inclusion criteria and 23% ( n = 6) addressed trauma. Four interventions addressed trauma in the intervention content, while two studies evaluated trauma in outcome measures. Educators can broaden this reach by developing trauma-informed content that is compatible with existing curricula. Ongoing study is recommended to evaluate the impact of trauma-informed content on the sexual knowledge, attitudes, and behaviors of youth.

Trauma-Informed Care and LGBTQ Youth: Considerations for Advancing Practice With Youth With Trauma Experiences

2018 ◽  
Vol 99 (2) ◽  
pp. 160-169 ◽  
Author(s):  
Adam McCormick ◽  
Karey Scheyd ◽  
Samuel Terrazas
Keyword(s):  
Dating Violence ◽  
Stress Responses ◽  
Traumatic Stress ◽  
Traumatic Experiences ◽  
Children And Families ◽  
Multiple Forms ◽  
Lgbtq Youth ◽  
Trauma Informed Care ◽  
Trauma Informed ◽  
Child Traumatic Stress

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.

Mitigating Infant Medical Trauma in the NICU: Skin-to-Skin Contact as a Trauma-Informed, Age-Appropriate Best Practice

2018 ◽  
Vol 37 (6) ◽  
pp. 343-350
Author(s):  
Carly Eliades
Keyword(s):  
Best Practice ◽  
Nursing Intervention ◽  
Traumatic Experiences ◽  
Negative Consequences ◽  
Medical Trauma ◽  
Neurologic Outcomes ◽  
Skin Contact ◽  
Age Appropriate ◽  
Trauma Informed ◽  
Skin To Skin

Infant medical trauma in the NICU is associated with serious and lasting consequences. Skin-to-skin contact (SSC) of infants with their parents is a nursing intervention that provides significant benefits and can mitigate the negative consequences of the infant’s traumatic experiences in the NICU. The purpose of this article is to explain how SSC aligns with the concept of trauma-informed age-appropriate care (TIAAC) in the NICU. The evidence supporting SSC will be reviewed and discussed using TIAAC as a framework. SSC is an effective and evidence-based care strategy that reduces the infant’s traumatic NICU experiences by improving parental proximity, attachment, and lactation; decreasing stress and pain; improving physiologic stability; supporting sleep; and enhancing neurologic outcomes.

Adverse childhood experiences and trauma informed care: treating the whole patient with a more complete osteopathic approach

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
T. Brian Marcoux
Keyword(s):  
Adverse Childhood Experiences ◽  
Medical Training ◽  
System Level ◽  
Traumatic Experiences ◽  
Childhood Experiences ◽  
Health Crisis ◽  
Trauma Informed Care ◽  
Adverse Childhood ◽  
Trauma Informed ◽  
The Impact

Abstract In 1998, a seminal study identified a strong connection between participants’ exposures to adverse childhood experiences (ACEs) and the development of risk factors for serious health conditions later in life. More than two decades later, leaders in both policy and health care professions now appreciate the impact of social determinants of health, including the enormous societal costs incurred by deleterious experiences, and recognize that treating illness begins with prevention in early childhood. The trauma informed care (TIC) model offers a treatment approach that lends consideration to the traumatic experiences that impact a given patient and allows for more complete treatment by their physician. Delivering care under the TIC model encourages trauma identification, early intervention, system level awareness and policy change, and avoiding retraumatization in the therapeutic setting. Various programs across the country seek to employ these methods at the community, state, and federal level. Several programs aimed at introducing medical students to these principles have contributed to an incorporation of TIC within the physician pipeline. In this Commentary, the author proposes an expansion of the Tenets of Osteopathic Medicine with a fifth principle—considering the implications of a patient’s past formative experiences, their present life circumstances, and their future prospects—as a vehicle for instilling TIC principles ubiquitously throughout osteopathic medical training to develop physicians who treat the whole person more completely and are better equipped to manage this public health crisis.

Building a Foundation for Trauma-Informed Schools

2020 ◽  
pp. 313-337
Author(s):  
Philip J. Lazarus ◽  
Stacy Overstreet ◽  
Eric Rossen
Keyword(s):  
Best Practices ◽  
Learning Environments ◽  
Systems Change ◽  
Lessons Learned ◽  
Traumatic Experiences ◽  
Effective Practices ◽  
Change Strategies ◽  
Caring Relationships ◽  
Trauma Informed ◽  
The Impact

Trauma-informed schools reflect a national movement to respond to the significant prevalence and impact of trauma in youth by providing a framework for effective practices, interventions, and systems-change strategies. The aim of trauma-informed schools is to establish learning environments that enable children who are exposed to trauma to develop caring relationships with adults, learn to modulate their emotions, and achieve at high levels. In this chapter, the authors define trauma and discuss the impact of traumatic experiences on children’s lives, utilize a case example to illustrate the factors that can influence children’s reactions to trauma, provide an overview of essential considerations in the development of trauma-informed schools, review best practices for screening and assessment for trauma in schools, and summarize lessons learned in supporting children impacted by trauma.

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