Trauma-informed care
Trauma-informed care is an approach intended to address the psychological harm presented in individuals who have experienced traumatic events. Trauma can be the result of, but is not limited to, rape, war, psychological abuse, physical abuse, neglect, and involuntary displacement. Trauma can take the form of psychological harm or bodily harm and presents many challenges for the victim. Psychological and physical trauma affects an individual's emotions and cognitive processes, making it difficult to learn, work, and function daily.[1] Childhood trauma is vital to address, as the effects of trauma can significantly impact a child's development. Children face significant obstacles such as distraction, feeling uneasy, unsafe, trouble communicating, and creating relationships throughout their education when experiencing trauma. Trauma-informed care is a life-changing experience for those who require healing.
Paths to healing
Trauma-informed care is based on the understanding that the impact of violent experiences and damaging relationships affects not only the survivor's physical, mental, emotional, and economic wellbeing, but also the spiritual. Trauma's isolating impact makes relationships more difficult. Talking about what happened may feel too vulnerable and risky. Removing the weight of trauma from the soul isn't easy, but healing often arises when other creative forms of expression are embraced. New connections and relationships are forged – and without the limitations of communicating solely through language.
Research suggests that healing can occur in everyday environments and does not need to occur in formal clinical settings.[2] Recovery can be fostered by those who have relationships with the victim, such as teachers, parents, coaches, and counsellors. Creating a safe and trusting environment for a traumatized individual is a necessary step for healing to occur. Notably, three pillars of trauma-informed care can enhance the effectiveness of such approaches to addressing trauma. The three pillars are safety, connections, and managing emotions.[2] Safety for a traumatized individual can foster feelings of protection and security, leading to the creation of trusting relationships. Upon establishing a sense of safety, the victim and another person in a caring role can make connections. The connections between the victim and the person helping the traumatized individual heal can set a healthy ground to enhance growth and healing. Some children will have trouble establishing connections with adults as they may experience adverse feelings or negative emotions. The goal is to promote positive associations to enhance beneficial relationships. The last pillar of trauma-informed care is critical in the development of traumatized children. Managing emotions can help the victim feel in control of their situation and adapt to others' responses.[2]
Healing can be inspired through contact with the various arts such as creative writing, journaling, making music, and visual expressions. In many ways, whatever the art medium used, personal anonymity and room to communicate and interpret experience through the expression of art can give the survivor real freedom in telling their story. Exploring their trauma in this way, survivors may experience shifts in physiology (from stress to relaxation) and attitude (from fear to creative inspiration). This can be a part of taking care of the self and the soul – of staying grounded – of finding oneself when feeling lost. In these creative outlets, survivors can find renewed faith, humor, hope, and optimism.
Trauma-informed teaching practices
The implementation of trauma-informed teaching practices can enhance healing among children and young adolescents with adverse childhood experiences. Traumatized children are susceptible to negative thinking, difficulty building relationships with adults, limited social interactions, and experience fight or flight response. The challenges traumatized children face make it difficult for them to express their emotions and result in inappropriate or unhealthy forms of expression. Teaching practices to help students alleviate their stress, anxiety, and difficulties in school are critical to promote healing and ensure healthy development.
References
- ↑ editor., Van der Kolk, Bessel A., 1943-. Psychological trauma. ISBN 0-88048-233-8. OCLC 13793776.CS1 maint: Extra text: authors list (link) Search this book on
- ↑ 2.0 2.1 2.2 Bath, H. (2008). The three pillars of trauma-informed care. Reclaiming children and youth, 17(3), 17-21.
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