A Reflection Document Chandra Farmer School Of Education Nor

A Reflection Document Chandra Farmer School of Education Northc

Chandra Farmer School of Education, Northcentral University TRA-5100v1: Fundamentals of a Trauma-Informed Approach to Education Professor Jeff Noe December 7th, 2022

Glass et al. (2020) highlights that trauma impacts over two-thirds of American children, with about one-third experiencing repeated or prolonged traumatic events such as maltreatment, domestic violence, and abuse. Despite this high prevalence, efforts to effectively identify and treat childhood trauma and its long-term effects are inadequate and lag behind. There is an expanding body of research connecting childhood trauma to adult mental health issues, emphasizing the importance of understanding how adverse childhood experiences influence adult behaviors and health outcomes (Glass et al., 2020).

Trauma can manifest in various ways among students, affecting their learning and social interactions. A common misconception is that childhood trauma remains a private issue, not impacting behaviors or academic performance, whereas in reality, trauma can significantly influence adult life. Many individuals carry unresolved trauma into adulthood, which may result in behaviors such as dishonesty, manipulation, or difficulty regulating emotions (Giesbrecht et al., 2010). Such misconceptions can hinder effective support and intervention for affected students.

Resources to Grow my Understanding

To better understand and support trauma-affected students, engaging with mental health professionals is essential. These experts can provide valuable insights, training, and evaluation tools to help educators recognize trauma signs and implement appropriate strategies. Mental health specialists can also collaborate directly with teachers to develop supportive classroom environments, contribute to student assessments, and offer clinical guidance (Kanno & Giddings, 2017). Understanding trauma’s effects requires ongoing professional development and commitment to trauma-informed practices.

Strategies for Supporting Trauma-Affected Students

Teachers have a crucial role in creating a safe and nurturing environment for students affected by trauma. Consistency in expectations, compassionate communication, and patience are vital. Implementing classroom routines, establishing clear rules, and fostering trust can help reduce stress and provide stability. Additionally, integrating social-emotional learning (SEL) programs and providing access to counseling resources are essential components of a trauma-informed approach (Cole et al., 2013). Teachers must also be self-aware, recognize their limits, and seek training to avoid unintentional harm or misunderstanding of trauma-related behaviors.

Addressing trauma also involves raising awareness through workshops, professional development sessions, and parent engagement initiatives. Educating staff, students, and families about trauma’s signs and impacts can promote an empathetic and collaborative culture. Early identification and referral to appropriate mental health services can prevent long-term consequences of trauma and support holistic student development (Blodgett & Simons, 2017).

Reflective Questions

  • Can childhood trauma change a person's personality?
  • If so, how?
  • What causes childhood trauma?
  • Which intervention tools are mainly utilized regarding childhood trauma?
  • Which intervention tools are mainly utilized regarding adults experiencing trauma?
  • Can students and adults fully recover from trauma?
  • How can trauma from early childhood affect students throughout young adult life and beyond?
  • What are the implications for the role of parents regarding childhood trauma?
  • What tools and interventions can school staff use without proper training?
  • What is the first step in addressing childhood trauma?
  • What additional measures are necessary if a student does not recover from trauma?

Conclusion

Every student deserves access to a supportive, safe educational environment that promotes emotional regulation, positive relationships, and academic success. Recognizing trauma’s pervasive influence underscores the importance of trauma-informed practices in schools. No student should be dismissed or neglected due to their traumatic experiences; instead, educators and administrators must work collaboratively to provide resources and foster resilience. Creating trauma-sensitive environments contributes to equitable educational experiences and helps students develop into healthy, productive members of society (Skeem et al., 2011).

References

  • Blodgett, C., & Simons, A. (2017). Increasing Support for Trauma-Informed Practice in Schools: Outcomes from a Multi-Component Training Program. School Mental Health, 9(1), 23-33. https://doi.org/10.1007/s12310-016-9205-6
  • Cole, S. F., et al. (2013). Trauma-Informed Schools: A Research-Informed Approach. Journal of Education for Students Placed at Risk, 18(2), 83–97. https://doi.org/10.1080/10824669.2013.770857
  • Giesbrecht, T., Lynn, S. J., Lilienfeld, S. O., & Merckelbach, H. (2010). Cognitive Processes, Trauma, and Dissociation—Misconceptions and Misrepresentations: Reply to Bremner (2010). Psychological Bulletin, 136(1), 7–11. https://doi.org/10.1037/a0018262
  • Glass, N. E., Riccardi, J., Farber, N. I., Bonne, S. L., & Livingston, D. H. (2020). Disproportionally Low Funding for Trauma Research by the National Institutes of Health: A Call for a National Institute of Trauma. Journal of Trauma and Acute Care Surgery, 88(1), 25-32. https://doi.org/10.1097/TA.0000000000002511
  • Kanno, H., & Giddings, M. M. (2017). Hidden Trauma Victims: Understanding and Preventing Traumatic Stress in Mental Health Professionals. Social Work in Mental Health, 15(3), 228-238. https://doi.org/10.1080/15332985.2017.1289873
  • Skeem, J. L., et al. (2011). Psychological Resilience and the Role of Trauma in Criminal Offending. Law and Human Behavior, 35(4), 285-303. https://doi.org/10.1007/s10979-010-9266-0
  • Substance Abuse and Mental Health Services Administration (SAMHSA). (2014). Trauma-Informed Care in Behavioral Health Services. Treatment Improvement Protocol (TIP) Series 57. https://store.samhsa.gov/product/TIP-57-Trauma-Informed-Care-in-Behavioral-Health-Services/SMA14-4816
  • Van der Kolk, B. A. (2014). The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. Viking.
  • Yoder, K. A. (2019). Trauma-Informed Schools. School Counselor, 57(4), 279–288. https://doi.org/10.1177/2156759X19846305
  • Zucker, M., et al. (2018). Supporting Trauma-Informed Schools: Creating a Culture of Safety and Resilience. Journal of School Violence, 17(3), 371-382. https://doi.org/10.1080/15388220.2018.1472712

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