Trauma Informed Care Assignment Sample

• Subject Name : Nursing

Presentation Plan

Rationale for Presentation

The main purpose of this presentation to critically analyze the topic of trauma informed practices in the context of the school and use the information to generate a professional development presentation or even an activity.

The process of giving importance to trauma of a child as well as the requirement of the trauma-informed system of care has added to a great extent rising debate in the schools in the context of the teaching procedures adopted by the school staff, the environment prevalent in the school as well as the provision of the trauma associated assistance in the schools along with the prior education provided to the teaching staff in relation to the trauma informed practices in the schools (Chafouleas et al., 2016). Although the trauma informed practices consist of the involvement of a school, experimental tasks in terms of the trauma-oriented teaching procedures as well as the training of the teachers in that particular context, but its prospects of being depicted by the concerned audience has still not been determined clearly.

Moreover, through the process of interdisciplinary management as well as through the integration of information obtained from the literature it has been determined that the intervening measures that has been embraced by the schools to identify the most prevalent structure for encouraging and executing trauma-oriented care practices in schools (Chafouleas et al., 2016) Furthermore, it has also been used to determine the efficiency of the school-oriented help services for the young individuals who has been suffering from such type of a trauma. The main purpose for such an intervention is to examine the impact of trauma-care oriented practices executed by the teachers.

As per the given literature on the concerned topic, it has been determined that the concept of cognitive trauma involves the occurrence of incidents that are depicted to be destructive, distressful and that which creates a negative impact on the complete health of the person who experiencing such kind of a trauma (Thomas et al., 2019). Additionally, there is another category of trauma that is known as complicated trauma, which mostly takes place, when an individual is continuously experiencing a traumatic event for a certain period of time. Such a kind of a traumatic experience leads to a considerable level of malfunctioning in the health of the person being prone to such kind of a traumatic attack. According to various kinds of research activities it has been determined that cognitive trauma mostly occurs in the case of children as well as in the case of the teenagers. For instance, it has been determined that about 2/3 of the adult population has been determined to be experiencing cognitive trauma in their childhood (Thomas et al., 2019). Furthermore, it has also been determined through the research that the key reasons for such kind of a trauma is due to the poor performance of the children in their schools, moreover, even the social, mental as well as psychological growth of the children can be affected by such kind of a traumatic experience.

Trauma in children has a great potential to create a negative impact on the self-governance behavior among the children, moreover, it also affects the learning as well as the understanding skills of the children. This creates a major influence on the academic as well as the social conduct of the children all throughout their school life. Hence, it is very important to include the trauma-informed care practices in the professional development plans of the teachers, so that they have a prior idea of the sufferings of such children and they also have an access to the right way of dealing with such children (Gubi et al., 2019).

In the context of a school, the trauma-informed practices are also known as the trauma informed education that requires the assistance of the management of the school. Moreover, this also calls for a requirement of trauma-oriented practices being conducted in the classes, favorable as well as reflective response to a particular attitude of the students, changes in the protocols along with the teaching procedures adopted by a school, professional growth among the teachers and the other employees working in the school. Furthermore, there should also be a possibility of a multi-system interaction between the school employees and the mental health practitioners (Day et al., 2015). This kind of a perspective can be included in the professional development plan, which will assist the teachers in enhancing the performance of the children as well as enhancing the environment prevalent in the school. Additionally, such kind of a perspective will also contribute to a great extent in terms of retaining the children in schools, so they do not escape their education due to such kind of a traumatic experience. It has also been determined through research that even over 50% of the adult population has been found to experience trauma at the time of their childhood (Blitz et al., 2016). Moreover, it was due to such experiences in their childhood only that they were experienced complicated health issues in the later part of their life. In the present time, the concept of the childhood trauma is known as a hidden health issue in America, while trauma in the young generation of the country has also increased to a considerable extent. Hence, it has been clearly said that it is very significant eliminate any scope of a trauma in the childhood of a person and it is equally important to determine the needs of the children as well as take proper initiatives to meet those requirements, which can prove to be a great means of eliminating any scope of a traumatic experience in an individual, before they make an entry to their adulthood phase.

Additionally, certain approaches have been developed in the form of significant attributes of a trauma-informed care system, which includes the SAMHSA (Substance Abuse and Mental Health Services Administration) perspective (Perry et al., 2016), wherein it is considered very significant to accept the occurrence of trauma in an individual, finding out about the influences of such an encounter in the context of every person, making use of interventions as well as policies that is considered to be sensitive in terms of a trauma and even avoid any kind of procedures that will make the trauma more aggressive in that particular person.

In this context, it is very significant for a school to have a professional development plan in place for its teaching staff, so that they are aware of the trauma-based practices that is required to be exercised in their schools. A professional development plan is known to be the backbone of a school that has embraced trauma-oriented practices as a part of their working system. This will contribute to a great extent towards achieving harmony in terms of the associated practices and also in terms of the efficiency of the various perspectives that can be used to manage those children who is going through a trauma (Paiva, et al., 2019). Moreover, it has also been determined from the domain of implementation science that there should be an agreement between the different members of the schools in terms of the trauma-oriented practices by the teachers and then only it is going to gain success in terms of its implementation. In this regard, it is very essential to make use of innovative theories, which in turn would be practiced by the concerned schools like that of the trauma informed perspectives.

Hence, it is very important for a school to create a professional development module based on which the various educators associated with that particular school would be given sufficient amount of training in relation to the trauma-oriented practices. In this way, every employee present in that particular school would have an adequate knowledge on the effect of trauma in the children and they will also understand the requirement of having a trauma-oriented practice in place (Hoover, 2019). Moreover, this will also assist the educators in advancing their competencies in terms of trauma care-oriented practices and they will also tend to create a setting in the school that will reactive to the various requirements of those students who are going through a trauma. Furthermore, it has also been determined that when such a kind of professional development program has been delivered in the case of a school, the understanding of the educators about the meaning of trauma, about the significance of trauma-oriented practices and also the right way to manage the students who has been experiencing has increased to a considerable extent.

In order to understand the influence of trauma, the educators should be entitled to receive proper training including a good understanding about the mental science, neurobiology and mental well being of the educators so that are able to have a proper knowledge about the affect of trauma on the cognitive, physical and societal wellness of the children. In this context the educators should also be provided an adequate understanding about the kind of behaviors the students depict in the school in case if they are suffering from a trauma (Dorado et al., 2016). Furthermore, the educators should divert their perspective from finding out what is wrong with a particular student to finding out what is actually occurring in the life of that particular students or the different events that has taken place in relation to the concerned students.

Context & Intended Audience

The school in concern for the purpose of this presentation plan has considerable number of students who is experiencing trauma and that is being highly reflected in their behavior. The concerned behaviors include poor academic performance, staying isolated, poor attendance and sometimes even the depiction of aggressive behaviors (Hoover, 2019). Hence, it significant for the educators to have proper knowledge to be able to connect such kind of a behavior with the traumatic experience that those children were going through.

The target audience of the concerned presentation plan are the educators who is associated with that particular school. Moreover, the content of the presentation is relevant in the above context because, it is significant for the educators to have appropriate knowledge and understanding about the different trauma-oriented care approaches, which will help them to manage those children who had been suffering from such kind of a traumatic experience. Additionally, this presentation session will also contribute to a great extent towards motivating the educators to embrace such kind of a trauma-care oriented practices, that will increase its possibility of success in the schools in which this program is being delivered. So, basically if the educators are aware of the right technique to handle trauma in the children, then their chance of helping those children from overcoming their trauma will also increase.

The concerned audience who will be a part of this particular presentation on trauma-informed care practices should have prior knowledge on the psychology of the children, thereby they should be aware of the fact the what creates aggressiveness, anxiety, disappointment and fear among the children, which will help them to understand the content of the concerned professional development plan in a more effective manner (Overstreet et al., 2016).

The main purpose of this session would be to address issues in terms of the trauma-informed practices in schools. So, the session will start by asking the audience who will be the educators in this about the basic knowledge they have in regards to the psychology of the children or what knowledge have about trauma in children.

The session will then continue with a brief description of trauma in the children and the way in which the educators can adopt trauma-oriented care practices in their teaching practices that will enable those children from coming out of their trauma. The session will also discuss about the different trauma-informed perspectives that can be used by the educators to manage the children suffering from trauma so that they will be able to get over their trauma in a more effective manner. Furthermore, in this session the discussion will also be about the significance of the professional development plan for the educators of those schools who needs to deal with students suffering from traumatic conditions.

This is the first session on trauma-informed practices that would be conducted in the school, there were no other session held prior to this session. However, more sessions are expected to occur in the future, where the discussion would be about every different perspective that could adopted by the educators to manage the children experiencing trauma. Furthermore, the pros and cons of each of these perspectives would also be highlighted in the sessions to be held in the future.

The concerned session would be conducted on the weekend in the school itself and it will be conducted for a span of 6 hours with a break of 1 minutes in between. Resources like the guidebook, power point presentation and toolkits would be required for the purpose of conduction the session on trauma-informed practices. Furthermore, activities like that of quizzes, role play and brain storming activities will also be regarded as a significant part of the concerned session. Additionally, at the end of this session, a copy of the presentation will be provided to all the educators what has attended the concerned session.

References for Trauma Informed Care

Blitz, L. V., Anderson, E. M., & Saastamoinen, M. (2016). Assessing perceptions of culture and trauma in an elementary school: Informing a model for culturally responsive trauma-informed schools. The Urban Review, 48(4), 520-542. Retrieved from https://link.springer.com/article/10.1007/s11256-016-0366-9

Chafouleas, S. M., Johnson, A. H., Overstreet, S., & Santos, N. M. (2016). Toward a blueprint for trauma-informed service delivery in schools. School Mental Health, 8(1), 144-162. Retrieved from https://link.springer.com/content/pdf/10.1007/s12310-015-9166-8.pdf

Day, A. G., Somers, C. L., Baroni, B. A., West, S. D., Sanders, L., & Peterson, C. D. (2015). Evaluation of a trauma-informed school intervention with girls in a residential facility school: Student perceptions of school environment. Journal of Aggression, Maltreatment & Trauma, 24(10), 1086-1105. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/10926771.2015.1079279

Dorado, J. S., Martinez, M., McArthur, L. E., & Leibovitz, T. (2016). Healthy Environments and Response to Trauma in Schools (HEARTS): A whole-school, multi-level, prevention and intervention program for creating trauma-informed, safe and supportive schools. School Mental Health, 8(1), 163-176. Retrieved from https://link.springer.com/content/pdf/10.1007/s12310-016-9177-0.pdf

Gubi, A. A., Strait, J., Wycoff, K., Vega, V., Brauser, B., & Osman, Y. (2019). Trauma-informed knowledge and practices in school psychology: a pilot study and review. Journal of applied school psychology, 35(2), 176-199. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/15377903.2018.1549174

Hoover, S. A. (2019). Policy and practice for trauma-informed schools. State Education Standard, 19(1), 25-29. Retrieved from https://nasbe.nyc3.digitaloceanspaces.com/2019/01/Hoover_January-2019-Standard.pdf

Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019). Trauma-informed practices in schools across two decades: An interdisciplinary review of research. Review of Research in Education, 43(1), 422-452. Retrieved from https://journals.sagepub.com/doi/full/10.3102/0091732X18821123

Overstreet, S., & Chafouleas, S. M. (2016). Trauma-informed schools: Introduction to the special issue. Retrieved from https://link.springer.com/content/pdf/10.1007/s12310-016-9184-1.pdf

Perry, D. L., & Daniels, M. L. (2016). Implementing trauma—informed practices in the school setting: A pilot study. School Mental Health, 8(1), 177-188. Retrieved from https://link.springer.com/content/pdf/10.1007/s12310-016-9182-3.pdf

Paiva, A. (2019). The Importance of Trauma-Informed Schools for Maltreated Children. BU Journal of Graduate Studies in Education, 11(1), 22-28. Retrieved from https://eric.ed.gov/?id=EJ1230310

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