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Trauma Informed Practices.

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Trauma Informed Practices.

After learning the history of Indigenous culture, I believe that we need to make their voices heard and take actions at the same time. I decided to explore more on trauma-informed practice because trauma will impact individuals lifelong. Research showed that one in three Canadians have experienced different type of traumas, and the traumatic event could derail children’s development, correlate to children’s health problems, and effect the ability to form or maintain relationship throughout children’s life.

Trauma-informed practice is more than just healing individual from the trauma that they experienced. Trauma-informed practice is creating a safe, flexible, and supportive learning environment by educators, caregivers, and the community to support children in their recovery from trauma (p18). The guiding principle of trauma informed practice is to raise trauma awareness, create trustworthy environment, engage in family collaboration, and practice skill building.

As a community, some of us have been reluctant on trauma because we lack the knowledge of trauma. According to Ginwright, we need “an approach that allows practitioners to approach trauma with a fresh lens that promotes a holistic view of healing from traumatic experiences and environments”.( This one need in text citation for direct quote) I didn’t have much knowledge about the traumatic events that children experience in their early years before that will eventually affect their mental development and their adult life. We need to raise awareness of trauma-informed practice among educators, children, and parents, so we could support children who experienced trauma in a community.

When I was studying at Camosun, during the cold summer season, I had my first practicum at Lambrick park preschool. There was a student A, who came to school earlier than the rest and she would spend time alone in the classroom while others played during lunch break. Later on, I found out that she had lost her mother recently and her dad was in deep grief. A was experiencing emotional trauma and she needed someone to take care of her and her little brother L. Cammy, who was L’s principal, Hillcrest took the favor of taking care of the both of them while their dad gained enough courage to pull himself together. Luckily, A. was in a caring environment where she felt safe and supported by educators and the community. My mentor B. set up a safe space under one of the tables in the corner for children who needed some space. At the same time, she had conversations with staffs and parents who were helping in the childcare center about showing care to A. Although, A. has some emotional moments, B. was able to develop a healthy relationship to help A. to identify her feelings and cope with them. Caregivers who understand that trauma responses affect feelings and behaviors are more sensitive to potential trauma triggers for children in their care and are better able to respond to the underlying cause of “bad” behaviors in a helpful way (p18 from the blue book “Healing Families, Helping systems”). When educators are learning about the effects of attachment trauma on children’s behaviors, educators could support children more effectively in different aspects.

While trauma-informed practice focus on safety, trust, and the importance of empowering and individual’s choice and sense of control, it also has limitations. Children who were exposed to trauma from different aspects such as emotional, sexual, physical abuse, violence, poverty which could result a variety range of reactions. For example, Khodarahmi and Ford explained that challenging behaviors could include “aggression, being controlling or manipulative, hyper-vigilance, food or object hoarding, memory difficulties, and lack of interest in play”, and these behaviors must be recognized by educators and discussed with ECE teams, and family to support the children. It is not always easy to identify characteristics of trauma and educators need to be exposed to more resources so as to learn about the impact of trauma on children, knowledge to intervene directly in a trauma and care plan to support children.

Amongst the caregivers and service providers for children and youth, their capacity should be increased and improved so that such people should be able to provide the services needed to the children and the youths TIP is delivered in a culturally safe manner by practioners from a diverse community and that makes it more effective in dealing with trauma. This includes cultural sensitivity towards refugees, immigrants and different religious people.

Workplaces too can have staffs with trauma and managers of an organization should understand the risks of secondary trauma and for all staff members and the agency as a whole. They should also provide training on management of secondary trauma to all staff members, promote self-care and wellbeing of individuals through policies and communications and encouraging discussions among the staff members. Create and maintain a work environment that promotes respect and appreciation for victims with trauma. They should also support staff development by making a briefing in cases of an incident and creating awareness on how the staff should deal with such cases in their workplace. Cultivation of a workplace environment that does not stigmatizes victims but supports the victims and helps them manage the trauma they experience.

Practioners who comprehend that trauma responses affect emotions and actions are more complex to potential trauma triggers for children in their care and are better able to respond to the underlying cause of unpleasant behaviors in a useful way (Griffins, et al 2020). With this way of allowing such an environment to children and youth it can begin to comprehend their own feelings and responses and to develop healthy managing skills and a intellect of hope.in addition to that, children, parents, and foster parents were invited to learn on ways to prevent and lessen trauma and failed settlements, which included building an encouraging relationships among the caregivers. Statistics about identifying and acting to trauma in the developmental stages was included in policies of how foster parents and caregiver’s newsletters

In caring for children with trauma, the following should be implemented in managing the trauma affecting them by their parents and family members. Extension of kid’s and youth’s sense of safety by helping them in handling their trauma, and expounding in their handling strategies and trauma antiquities. Secondly, engaging in talks with children to find out what triggers their emotions for them and what makes them feel safe. thirdly, educate the children and young people the agency processes, next steps, and measures being taken for their safety and wellness. Make the bodily environment of provision settings wanting and safe. Indicate through the physical environment and educational materials that expressing themselves and getting help on trauma is encouraging and accessible in the setting (Cummings al 2017). Comprehend and plan the cares and actions available for the young people going. through trauma and establish a good relationship with the agencies to provide necessary and timely referrals. Practice trauma-informed universal screening to comprehend the level of trauma and other effects that a child is experiencing so as to make suitable assignments and appointments and watch against many assignments. Lastly, practitioners and educators should help in promoting an encouraging and steady relationship among the young people and the children affected and those not affected.

TIP operation researchers have identified the importance of learning diverse cultures at the system, in the agencies and among the team players. In cases of a cooperative method to education and accountability is recognized, the responsibility of making decisions does not fall on the individual who the case was for since there is no chance for any reactive approaches. Cooperative ways of learning is to include different cultures as they are also part of changing the system so that the culturally safe practices are able to be implemented to the caregivers There is awareness that, among many internal and external burden affecting those employed in child and youth care systems, that implementation of preventive measures of trauma needs to be deliberate, and all implementation strategies are to be related to making a kind and warm structural systems that substitute both administrative and human dimensions. Approval of the values and principles of the APPF in all organizations and connections of strengthens to the implementation of trauma-informed practices (Griffins, et al 2020). Using the APPF and TIP practices together will support a all rounded and complete method to maintenance in Aboriginal communities. Structural changes need to affect employment and appointment, so there is active appointment of and employment to potential employees who are trauma-informed.

In conclusion, we are creating a safe place, raising awareness, exposed to trauma so that they can heal from trauma effects. Children who are exposed to trauma could have a range of negative effects both physically and emotionally which reflect to body health and negative emotions (Isobel, et al 2020). There general health and behavior changes when such traumas are not dealt with and when they are not prevented. Parents to such children should be trained to manage traumas whenever they appear and they are to be educated on how their traumas too can be passed to kids and to other family members. In the work place, the managers should employ ways that will make the work environment welcoming to both the staff members and to their clints, they also need to change their policies and place policies that will accommodate the victims of trauma by engaging in training of the staff to manage staff among their clients and among themselves. Management of trauma should also start from the top to the bottom and we are all players in ensuring that awareness is created and the policies in preventing such issues to occur in the near future are implemented.

References.

Isobel, S., Wilson, A., Gill, K., & Howe, D. (2020). ‘What would a trauma‐informed mental health service look like?’Perspectives of people who access services. International Journal of Mental Health Nursing.

Griffing, S., Casarjian, B., & Maxim, K. (2020). EQ2: Empowering Direct Care Staff to Build Trauma-Informed Communities for Youth. Residential Treatment for Children & Youth, 1-19.

Cummings, K. P., Addante, S., Swindell, J., & Meadan, H. (2017). Creating supportive environments for children who have had exposure to traumatic events. Journal of Child and Family Studies, 26(10), 2728-2741.