DEVELOPMENT AND VALIDATION OF THE TRAUMA-INFORMED PRACTICE SCALES

2016 ◽  
Vol 44 (6) ◽  
pp. 747-764 ◽  
Author(s):  
Lisa A. Goodman ◽  
Cris M. Sullivan ◽  
Josie Serrata ◽  
Julia Perilla ◽  
Joshua M. Wilson ◽  
...  
Keyword(s):  
Trauma Informed ◽  
Trauma Informed Practice ◽  
Development And Validation

Safety, Collaboration, and Empowerment

Archivaria ◽  
2021 ◽  
pp. 38-73
Author(s):  
Kirsten Wright ◽  
Nicola Laurent
Keyword(s):  
Practice Theory ◽  
Comprehensive Review ◽  
Archival Practice ◽  
Memory Work ◽  
Radical Empathy ◽  
The People ◽  
Individual Memory ◽  
Trauma Informed ◽  
Trauma Informed Practice ◽  
Past Wrongs

In order to undertake liberatory memory work, engage effectively with communities and individuals, and centre people rather than records in their work, archival organizations must be aware of trauma and its effects. This article introduces the concept of trauma-informed practice to archives and other memory organizations. Trauma-informed practice is a strengths-based approach for organizations that acknowledges the pervasiveness of trauma and the risk and potential for people to be retraumatized through engagement with organizations such as archives and seeks to minimize triggers and negative interactions. It provides a framework of safety and offers a model of collaboration and empowerment that recognizes and centres the expertise of the individuals and communities documented within the records held in archives. Traumainformed practice also provides a way for archivists to practically implement many of the ideas discussed in the literature, including liberatory memory work, radical empathy, and participatory co-design. This article proposes several areas where a trauma-informed approach may be useful in archives and may lead to trauma-informed archival practice that provides better outcomes for all: users, staff, and memory organizations in general. Applying trauma-informed archival practice is multidimensional. It requires the comprehensive review of archival practice, theory, and processes and the consideration of the specific needs of individual memory organizations and the people who interact with them. Each organization should implement trauma-informed practice in the way that will achieve outcomes appropriate for its own context. These out comes can include recognizing and acknowledging past wrongs, ensuring safety for archives users and staff, empowering communities documented in archives, and using archives for justice and healing.

scholarly journals The Limits of Resilience and the Need for Resistance: Articulating the Role of Music Therapy With Young People Within a Shifting Trauma Paradigm

2021 ◽  
Vol 12 ◽  
Author(s):  
Elly Scrine
Keyword(s):  
Young People ◽  
Music Therapy ◽  
Perceived Risk ◽  
Power Relations ◽  
Social Emotional ◽  
Life Threatening ◽  
Trauma Informed ◽  
Trauma Informed Practice ◽  
A Site

A broad sociocultural perspective defines trauma as the result of an event, a series of events, or a set of circumstances that is experienced as physically or emotionally harmful or life threatening, with lasting impacts on an individual’s physical, social, emotional, or spiritual wellbeing. Contexts and practices that aim to be “trauma-informed” strive to attend to the complex impacts of trauma, integrating knowledge into policies and practices, and providing a sanctuary from harm. However, there is a body of critical and decolonial scholarship that challenges the ways in which “trauma-informed” practice prioritizes individualized interventions, reinscribes colonial power relations through its conceptualizations of safety, and obscures the role of systemic injustices. Within music therapy trauma scholarship, research has thus far pointed to the affordances of music in ameliorating symptoms of trauma, bypassing unavailable cognitive processes, and working from a strengths-based orientation. In critiquing the tendency of the dominant trauma paradigm to assign vulnerability and reinforce the individual’s responsibility to develop resilience through adversity, this conceptual analysis outlines potential alternatives within music therapy. Drawing on a case example from a research project with young people in school, I elucidate the ways in which music therapy can respond to power relations as they occur within and beyond “trauma-informed” spaces. I highlight two overarching potentials for music therapy within a shifting trauma paradigm: (1) as a site in which to reframe perceived risk by fostering young people’s resistance and building their political agency and (2) in challenging the assumption of “safe spaces” and instead moving toward practices of “structuring safety.”

Trauma-Informed Practice and Trauma Assessment Scales

2013 ◽  
Author(s):  
Teresa L. Kramer ◽  
Benjamin A. Sigel ◽  
Nikki A. Conners-Burrow ◽  
Patricia E. Savary ◽  
Ashley Tempel
Keyword(s):  
Trauma Assessment ◽  
Trauma Informed ◽  
Trauma Informed Practice ◽  
Assessment Scales

A review of school trauma-informed practice for Aboriginal and Torres Strait Islander children and youth

2020 ◽  
Vol 37 (1) ◽  
pp. 39-46 ◽  
Author(s):  
Jenna Miller ◽  
Emily Berger
Keyword(s):  
Torres Strait Islander ◽  
Children And Young People ◽  
School Based ◽  
School Programs ◽  
Trauma Informed ◽  
School Based Interventions ◽  
Torres Strait ◽  
Trauma Informed Practice ◽  
Key Aspects ◽  
Historical Issues

AbstractAboriginal and Torres Strait Islander people in Australia are especially vulnerable to traumatic and discriminatory experiences. However, limited literature and research has implemented and evaluated school-based interventions designed to assist Aboriginal and Torres Strait Islander children and young people to overcome their adversity and achieve their potential at school. This article reviews the literature and frameworks on school programs designed for Aboriginal and Torres Strait Islander students who have experienced trauma. The key aspects of trauma-informed programs in schools for Aboriginal and Torres Strait Islander students is explored and recommendations made for further research and greater acknowledgement of cultural and historical issues for Aboriginal and Torres Strait Islander students when implementing culturally informed and trauma-informed practices in schools.

Understanding trauma and its relevance to child sexual exploitation

2019 ◽  
pp. 151-172
Author(s):  
Kristine Hickle
Keyword(s):  
Young People ◽  
Complex Trauma ◽  
Sexual Exploitation ◽  
Children And Young People ◽  
Extreme Stress ◽  
Child Sexual Exploitation ◽  
Trauma Informed ◽  
Trauma Informed Practice ◽  
Trauma Responses ◽  
The Impact

This chapter provides a brief overview of the research on trauma, specifically in relation to the impact of developmental and complex trauma and sexual abuse. An overview of the growing body of research on trauma-informed approaches to practice is also given. It considers how trauma responses are developed while enduring extreme stress, and how these responses may be evident among children and young people with child sexual exploitation (CSE) experiences. The chapter also considers how systems designed to protect and support traumatised children and young people often contribute to their re-traumatisation. It explores principles of trauma-informed practice that are useful in meeting the needs of young people victimised by CSE, discusses how trauma-informed approaches align with strengths-based and relationship-based approaches to CSE practice, and how such approaches can help practitioners understand and promote resilience.

Reductions in behavioural and emotional difficulties from a specialist, trauma-informed school

2020 ◽  
pp. 1-10
Author(s):  
Jesse Diggins
Keyword(s):  
Leisure Activities ◽  
Student Adjustment ◽  
Critical System ◽  
Parent Perspective ◽  
Positive Adjustment ◽  
Behavioural Difficulties ◽  
Practice Models ◽  
New Students ◽  
Trauma Informed ◽  
Trauma Informed Practice

Abstract There is a myriad of research that demonstrates the links between experiences of trauma and emotional and behavioural issues in children and adolescents. Evidence is now emerging that highlights that schools are a critical system to deliver support and interventions to address childhood trauma. The ReLATE trauma-informed model uses schoolwide trauma specific interventions to support students who require high levels of adjustment in education. The ReLATE trauma-informed model was evaluated as a 12-month intervention at a specialist school for emotional and behavioural difficulties. The intervention led to beneficial adjustment in various emotional and behavioural outcome domains. Significant reductions were found for parent-reported conduct problems, peer problems and total difficulties. The intervention displayed large effect sizes over the 12-month period. New students to the school demonstrated more positive adjustment. Existing students demonstrated nonsignificant positive adjustment. A reliable change was found for Global Impact, which indicated the benefits that occurred from the intervention generalised into homelife, friendships, learning and leisure activities. While previous literature has focused on teacher-observed adjustments, this study provides a parent perspective of student adjustment. This study also provides clarity around trauma-training and discusses the role that psychologists can play as consultants when implementing trauma-informed practice models in schools.

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