Trauma in Rural Areas

2022 ◽  
pp. 103-122
Author(s):  
Georgia Pavlic-Roseberry ◽  
Vicki Donne
Keyword(s):  
Rural Areas ◽  
Rural Culture ◽  
Childhood Experiences ◽  
Trauma Informed Care ◽  
Adverse Experiences ◽  
Adverse Childhood ◽  
Trauma Informed ◽  
Functional Areas ◽  
The Impact ◽  
Appropriate Education

This chapter provides background on rural culture and the influence it has on the implementation of trauma-informed care. The cultural characteristics create additional obstacles to schools that are working to mitigate the adverse experiences that have debilitated many students. The poverty and drug use that families face has created a generation of children who struggle with chronic stress from the adverse childhood experiences that occur in their lives. This impedes all academic and many functional areas. Without appropriate education, teachers are often unable to reach students and misunderstand why students with multiple adverse experiences display behaviors. The authors share strategies to mitigate the impact of the adversities.

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.

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.

Trauma-Sensitive and Responsive Coaching

2022 ◽  
pp. 144-165
Author(s):  
Mary A. Hansen ◽  
Brooke Turner ◽  
Armani Davis
Keyword(s):  
Physical Activity ◽  
Adverse Childhood Experiences ◽  
Childhood Experiences ◽  
Youth Athletes ◽  
Adverse Childhood ◽  
Previous Trauma ◽  
Trauma Informed ◽  
Responsive Coaching ◽  
Sports And Physical Activity ◽  
The Impact

This chapter discusses the prevalence and impact of trauma and adverse childhood experiences (ACEs) on today's youth. Information related to the impact of previous trauma and sports-related trauma on youth athletes is discussed. The benefits of sports and physical activity in combatting the effects of trauma are presented. Information about trauma-informed models, pedagogies, and coaching practices are presented in order to highlight the importance of awareness and implementation of trauma-sensitive coaching pedagogies to help youth athletes including those who have been impacted by trauma or ACEs thrive.

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