A psychological and educational intervention program for incarcerated youth

Purpose The purpose of this study was to examine the results of a deliberate psychological and educational intervention with at-risk youth (placed in a detention center) that have been identified as having the potential to benefit from a behavioral program. Design/methodology/approach The program provided systemic behavioral health assessments using trauma-informed care guidelines and then linked the participants to mental health and substance services to increase the children’s access to key health services and reduce the risk of recidivism. The program also provided psychoeducational resources to stakeholders including parents, judges and corrections officers. Comparisons were made between participants receiving the intervention to determine pre and post results. Findings Recidivism rates were also examined. Study participants included 395 at-risk youth between the ages of 13 and 17. In summary, the findings supported the use of this multi-pronged program with juveniles residing in detention centers. Originality/value All work on this research project was completed by the listed authors.

Parent experience of HIE and hypothermia: A call for trauma informed care

Purpose/Background: Therapeutic hypothermia (TH) is the standard treatment for hypoxic ischemic encephalopathy (HIE). We surveyed parents of infants treated with TH about their experiences of communication and parental involvement in the Neonatal Intensive Care Unit (NICU). Methods/Approach: A 29-question anonymous survey was posted on a parent support website (https://www.hopeforhie.org) and sent to members via e-mail. Responses from open-ended questions were analyzed using thematic analysis. Results: 165 respondents completed the survey and 108 (66%) infants were treated with TH. 79 (48%) respondents were dissatisfied/neutral regarding the quality of communication in the NICU, whereas 127 (77%) were satisfied/greatly satisfied with the quality of parental involvement in the NICU. 6 themes were identified: 1) Setting for communication: Parents preferred face to face meetings with clinicians. 2) Content and clarity of language: Parents valued clear language (use of layman’s terms) and being explicitly told the medical diagnosis of HIE. 3) Immediate and Longitudinal Emotional Support: Parents required support from clinicians to process the trauma of the birth experience and hypothermia treatment. 4) Clinician time and scheduling: Parents valued the ability to join rounds and other major conversations about infant care. 5) Valuing the Parent Role: Parents desired being actively involved in rounds, care times and decision making. 6) Physical Presence and Touch: Parents valued being physically present and touching their baby; this presence was limited by COVID-related restrictions. Conclusion: We highlight stakeholder views on parent involvement and parent-clinician communication in the NICU and note significant overlap with principles of Trauma Informed Care: safety (physical and psychological), trustworthiness and transparency, peer support, collaboration and mutuality, and empowerment, voice and choice. We propose that a greater understanding and implementation of these principles may allow the medical team to more effectively communicate with and involve parents in the care of infants with HIE in the NICU.

An Evaluation of Whole-School Trauma-Informed Training Intervention Among Post-Primary School Personnel: A Mixed Methods Study

Students’ ability to reach their potential in school—both behaviourally and academically – is linked to their educator’s knowledge of child and adolescent development, childhood adversity and trauma, and how these impact learning and behaviour. However, teacher pre-service training programmes often offer inadequate instruction to meet the needs of trauma-impacted students. The purpose of the study was to investigate the benefits of professional development training in trauma-informed approaches on school personnel attitudes and compassion fatigue. There is a paucity of research on whole-school trauma-informed approaches and most have methodological limitations via the absence of a control group. In addressing this gap, the study is one of the first to utilise a control group in the research design to ensure findings are robust. The study utilised a quasi-experimental wait-list control pre-post intervention design to evaluate the efficacy of trauma-informed professional development training. We compared attitudes and compassion fatigue among 216 school personnel (n = 98 intervention, n = 118 comparison) utilising the Attitudes Related to Trauma-Informed Care (ARTIC) scale and the Professional Quality of Life scale (Pro-QoL). Quantitative data was supplemented by qualitative focus group data. Findings demonstrated that school-personnel within the intervention group reported significant improvements in attitudes related to trauma-informed care, and a significant decrease in burnout at 6-month follow-up. Our findings demonstrate that with minimum training on the dynamics of trauma, personnel attached to a school can become more trauma-informed and have more favourable attitudes towards trauma-impacted students and consequently be less likely to experience burnout.

Trauma-Informed Care in Support of Autism

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.

Complex Trauma

Defining trauma is an individualized process that includes looking at events, experiences, and effects. Best practices explicitly state the importance of an individual's experiences when defining trauma. Therefore, solely utilizing a professional lens for discussion is often inappropriate. The purpose of this chapter is to examine trauma and trauma-informed care through both a professional and personal lens. Research on outcomes for children internationally adopted or living in foster care will be intertwined with personal narrative. Erikson's theory of psychosocial development will be the lens to examine how trauma affects life and learning as children grow and mature. Finally, specific anecdotal strategies will be shared that either provided or negated support on how potentially to navigate public and higher education systems in the United States.