The purpose of this study is to gain insight into the perceptions of the impact of trauma-informed care training in three Appalachian elementary schools. Childhood adversity can negatively affect a student’s experience in the classroom (van der Kolk, 2014; Ogata, 2019) with findings showing an estimate of one half to two-thirds of children experiencing at least one traumatic event before the age of 18 (CDC, 2016; Finkelhor, 2015; McInerney & McKlindon, 2021). Trauma, an event or occurrence that causes great distress by exposure to physical or psychological abuse, violence, crime, has been linked to academic failure, various illnesses, both physical and mental, substance abuse, and criminal behavior, and may impact concentration, memory, language skills and organization, which are considered necessary traits to achieve academic success (Center for Treatment of Anxiety and Mood Disorder, n.d.; Liberman et al., 2011; Ogata, 2012). Trauma can also affect social, self-regulation, and relational skills as well as cognitive abilities (National Child Traumatic Stress Network, 2016). As reported by O’Neill et al. (2010), these situations should be addressed through proper trauma education and training which include intervention strategies. The trauma-informed care (TIC) approach is a strengths-based framework based on the awareness of the impact of trauma that takes a universal precaution approach, emphasizing safety and reestablish control (Huckshor & LeBel, 2013).

Abstract available in the Annals of Behavioral Medicine.

Trauma, and or traumatic events affect two-thirds of individuals in the United States (Marsac et al., 2016). Individuals diagnosed with Autism Spectrum Disorder (ASD) are more vulnerable to trauma because of their social communication and emotional regulatory deficits (Kerns, 2015). With no field standard for treating clients who have trauma in the field of ABA, the present study investigated if when a practicing BCBA participates in a Trauma-Informed Care (TIC) training they will gain skill and knowledge of TIC to better treat their clients with trauma. This study utilized a CE on the CuspEmergence website created by Dr. Camile Kolu titled “Introduction to Ethics of Trauma-Informed Behavior Analysis”. Participants completed the entire training, a total of four chapters, and results indicated that through the use of a TIC training BCBA’s were able to demonstrate an increase in both skill and knowledge of TIC.

Communities of color in particular have experienced a traumatic history of structural violence, interpersonal racism, segregation, and oppression. The unjust history of structural violence and the deleterious treatment of people and cultures in the U.S., that in part stems from neoliberal policies and rationality, continues to plague communities and people within the food system. Many people and communities are working to actualize the social-ethical ideal of a non-violent 'beloved community' to counter this unjust history and expand the boundaries of what is possible for individuals and society. Historical and systemic injustices ramify the adverse experiences and trauma affecting vulnerable people's lives. The effects and pervasiveness of individual and collective trauma at a global scale has highlighted a serious need for broader-scale awareness and adoption of a trauma-informed care approach by community food work organizations, practitioners, and social change leaders. A trauma-informed care approach was developed as a health care framework based on the importance of adverse childhood events to poor distal health and mental health outcomes. Without a deeper understanding of how extensive the collective impact of such trauma and injustice is on people and the food system; community food work researchers and practitioners may reify uninformed responses that result in continued trauma and injustice. However, there are few examples of community food work organizations using a trauma-informed care approach as an organizational change process to promote community transformation and resilience. This research examined and specifically analyzed how a community food work organization that is engaged in mutual aid and social-ecological activism embodies trauma-informed care; engenders an agential change space; and grapples with the aspirations and tensions of being an organization seeking to ameliorate the effects of anthropogenic trauma and expand the boundaries of what is possible individually and collectively. A narrative inquiry methodology was used to critically explore and study the perceptions and thoughts of 17 study participants of how a trauma-informed approach to care is embodied and agential change space provided as mutual aid and community food work. The seventeen study participants' narratives were coded and analyzed using the Principles of a Trauma-Informed Care Framework defined by SAMHSA (2014), Bowen and Murshid (2016), and Hecht et al (2018). The narrative inquiry of seventeen narratives demonstrated that an integrated trauma-informed care approach as an organizational change process is essential to the formation of agential change space and has wide-reaching applicability to mutual aid efforts and community food work pedagogy and praxis, especially as organizations and practitioners confront ongoing systemic trauma and injustices that have resulted from structural violence and continue to persist due to the dominant hegemonic neoliberal framing that exists in relation to race, gender, and socioeconomic class. / Doctor of Philosophy / Communities of color in particular have experienced a traumatic history of structural violence, interpersonal racism, segregation, and oppression. The unjust history of structural violence and the deleterious treatment of people and cultures in the U.S., that in part stems from neoliberal policies and rationality, continues to plague communities and the food system. Many people and communities are working to actualize the social-ethical ideal of a non-violent 'beloved community' to counter this unjust history and expand the boundaries of what is possible individually and collectively. Without a deeper understanding of how extensive the collective impact of such trauma and injustice is on people and the food system; community food work researchers and practitioners may reify uninformed responses that result in continued trauma and injustice. However, there are few examples of community food work organizations using a trauma-informed care approach as an organizational change process to promote food system transformation. This research examined the ecotonal nature of community food work and specifically analyzed how a community food work organization that is engaged in mutual aid and social-ecological activism embodies trauma-informed care; engenders an agential change space; and grapples with the aspirations and tensions of being an organization seeking to ameliorate the effects of anthropogenic trauma and expand the boundaries of what is possible individually and collectively. A case study and narrative inquiry methodology was used to critically explore perceptions and thoughts of 17 study participants and stakeholders of meaningful support as embodying a trauma-informed care approach and participative interaction as engendering agential change space as mutual aid and community food work. The seventeen study participants' narratives were coded and analyzed using the Principles of a Trauma-Informed Care Framework defined by SAMHSA (2014), Bowen and Murshid (2016), and Hecht et al. (2018). The narrative inquiry of seventeen narratives demonstrated that an integrated trauma-informed care approach as an organizational change process is essential to the formation of agential change space and has wide-reaching applicability to mutual aid efforts and community food work as pedagogy and praxis, especially as organizations and practitioners confront ongoing systemic trauma and injustices that have resulted from structural violence and continue to persist due to the dominant hegemonic neoliberal framing that exists in relation to race, gender, and socioeconomic class.

This study aims to evaluate the implementation of Trauma-Informed Care (TIC) trainings in Johnson City, Tennessee, and the surrounding Appalachian area. Previous TIC trainees were sent an email survey asking them if they had followed through with their plan to implement the training at their place of work or in other areas of their lives. The response rate for this study was 2%, possibly due to extraneous variables such as the Coronavirus Pandemic and the lag time between the initial training and survey follow-up. The responses that were analyzed indicated promise for the practical implementation of TIC concepts at the companies involved in the training initiative. Additional research is needed in order to further analyze TIC implementation.

abstract: A history of trauma can affect a child’s capacity to express emotions due to the neurological footprints left from neglect and abuse. Oftentimes, children do not have a caregiver as a protector which leaves them vulnerable to harm. In response, children use emotional survival strategies of either flight or fight to adapt to their stressful environment. Occupational Therapy Practitioners (OTP) are positioned to address social and emotional development; however, they often feel ill equipped to address the complexity of trauma and its impact on emotions. OTPs need to look at each sensory system from a nurturing/grounding perspective using movement-based strategies as inroads to address the child’s emotional capacity. A sensory integration intervention, Proprioceptive Activities to Lower Stress (PALS), was developed to study the effect on a six-year-old boy’s expressions of emotions using a single subject design. Three emotions were measured using a facial analysis system, Noldus FaceReader™. The emotions were happiness, sadness, and neutral. Neutral is defined as the level of emotional detachment. Results indicate a statistically significant improvement in the expressions of happiness and sad post the PALS program. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019

No description available.

The Attachment, Self-Regulation, and Competency (ARC) treatment framework is a “whole-systems” intervention which focuses on children and youth with complex trauma histories and attachment difficulties. ARC encourages intervention in layers to build a safe and secure caregiving system around a child. The layers include the child, caregivers, treatment providers, child welfare workers, teachers, and case managers. We developed an ARC Community Based Learning Collaborative (CBCL) to bring these layers together to create a safe andsupportive group experience and environment in which members of the child’s caregiving system can begin to build a common language and understanding of trauma that results in collaborated and coordinated trauma informed interventions to improve symptoms and decrease disrupted placement for youth in care. The overall goal of the ARC CBLC is to build highly functioning teams whose members have the knowledge and skills to apply the core principles of the ARC framework in accordance with their roles in the child’s caregiving system to promote healing and resiliency. This session will outline the development and implementation of the ARC CBLC, outcomes,and lessons learned.

No description available.

Ethics are important in every aspect of our professional lives. Actions have consequences and in the Human Services field, decisions that we make will potentially directly impact our clients. A human services professional’s responsibility is to care for their clients and provide them with the appropriate resources needed to succeed in their daily lives. When a professional begins working with a trauma victim, they must be sure to assess their ethical behaviors and provide proper resources to the victim. This work is often referred to as trauma informed care which goes beyond the typical helping process of professionals. It is a unique kind of care that requires a great deal of time and dedication in order to help the client through the difficult experience of trauma.