Concepts to Understand
Understanding the basic tenants of trauma informed care and Adverse Childhood Experiences (ACEs) is becoming
an important part of early childhood education, schools, and other agencies committed to assisting individuals
and families in our communities. Our ability to respond appropriately to others relies not only on the knowledge
that ACEs exist but also knowing what changes occur in the brain due to developmental trauma, and researched strategies and interventions we can utilize to increase resilience in individuals, agencies and communities.
an important part of early childhood education, schools, and other agencies committed to assisting individuals
and families in our communities. Our ability to respond appropriately to others relies not only on the knowledge
that ACEs exist but also knowing what changes occur in the brain due to developmental trauma, and researched strategies and interventions we can utilize to increase resilience in individuals, agencies and communities.
ACEs
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Adverse Childhood Experiences are stressful or traumatic events in a child's life. Five are personal experiences: physical, verbal or sexual abuse and physical or emotional neglect. Five are related to other family members: parents/caregivers who are substance abusers, incarcerated, diagnosed with a mental illness or a victim of domestic violence, and the disappearance of parent/caregiver due to divorce, abandonment or death. More currently the effect of community violence, exposure to discrimination, and generational trauma are also being considered adverse childhood experiences.
The long term effect of ACEs are multiple physical and mental health issues. The impact on children includes decreased abilities to form trusting relationships, to self-regulate, and to fully develop the cognitive skills needed for executive functioning in the brain.
The hope lies in the fact that with one strong relationship with a caring adult and self-regulation skill building, the effects of trauma can be overcome. Trauma Integration and Resilience means that the history of trauma becomes a part of a person's life but no longer limits or controls their life, relationships and emotions.
Brain Development and Trauma
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Recent research has shown that traumatic events effect brain development and thus the behaviors and cognitive function of infants and children. Developmental trauma is described as trauma that occurs within the care-giving relationship on a regular or prolonged basis. When exposed to traumatic events our brains automatically go into survival mode and activate the fight-flight-freeze response. When exposed to developmental trauma brains are often triggered into the fight-flight-freeze response even when no threat exists. However, when the survival mechanism that is helpful during threatening situations is activated day after day, our brain's ability to utilize other critical parts of our brain to learn, plan and control our thoughts and actions becomes limited.
Children exposed to developmental trauma have a decrease in neural connections in the pre-frontal cortex due to the brain prioritizing the survival mode. These children lack executive functions vital for learning, cooperating, focusing, and decision making. Our understanding of these brain changes encourages the use of strategies to create consistently safe environments which in turn allow the brain to access and increase the functions in the pre-frontal cortex.
Trauma Responsive Strategies
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Research shows that supportive, safe relationships, emotional regulation skills, cognitive abilities, and positive self-identity are the building blocks needed for people exposed to developmental trauma to become trauma resilient. Creating Resilience combines the concepts and interventions of renowned researchers such as Bessel van der Kolk, Dan Seigel, and Bruce Perry to understand and address these building blocks. The strategies Creating Resilience supports were also inspired by the ARC Framework (Attachment, Regulation, Competency) which was developed and researched by Kristin M. Kinniburgh and Margaret E. Blaustein and is detailed in their book Treating Traumatic Stress in Children and Adolescents: How to Foster Resilience through Attachment, Self-Regulation, and Competency.
The foundation of the trauma responsive strategies help create a safe, caring, consistent environment for children and families. The strategies include self-reflection and discovery of our own obstacles and abilities to respond appropriately to others, learning how to reflect and validate others' emotions and needs, and how to meet needs in a consistent, routine manner. We know that creating an emotionally and physically safe environment increases the ability for learning.
Once a safe environment is created, emotional skills can be improved. People who experience developmental trauma find sensory motor and emotional regulation difficult because the survival mode of the brain remains activated. Strategies and interventions to help others learn about their emotions and how to control and shift their energy are important skills that must be taught and supported. Equally important are the skills needed to express emotions and needs appropriately.
Developmental trauma inhibits the growth of executive functions and a positive sense of self. Once a safe environment is created and self-regulation skills are learned, specific interventions can be utilized to increase executive functions and build a sense of self that allows the individual to move toward trauma integration.
Creating Resilience exposes participants to experiences and knowledge to increase understanding of how trauma impacts the behaviors and belief system of children and families. Participants will use self-reflection, discussion and activities to explore the concepts and strategies listed above in order to utilize them effectively in their daily lives.
Creating Resilience's Collective Well-Being Tree
The goal of Creating Resilience is to assist others to integrate trauma into their lives. They can become resilient and move forward from their traumatic experiences and integrate those experiences into their current vision of who they are. Helping others integrate trauma is a process that takes time and follows a path of growth. Relationships are the basis of healing. As we build supportive connections and share knowledge and skills we are increasing the well-being of everyone involved. We are creating Collective Well-Being. Just like a tree growing, it begins with roots, progresses with a trunk that strengthens, and ends with branches growing in many directions.
Creating Connected Communities is the root of all the concepts, and the deeper our trusting connections the stronger we can grow (just like roots on a tree). We are creating a safe environment in this phase. Most agencies find that this phase is a process that takes time to develop. But, if the roots are well established, the rest of the tree will be stronger in the long run. The longest root is Caregiver R&R which stands for Reflection and Regulation. As caregivers, we must reflect on our own thoughts and body reactions and regulate our emotions and energy before we can respond to others in a trauma informed way. If we cut off this tap root and do not have self-care and time to reflect on our buttons and triggers, the rest of the tree suffers. The other roots- Attunement, Responses, Routines/Rituals- are all ways to create strong connections in a safe environment. Just like a tree with shallow roots, if we have shallow understanding of these concepts and do not daily integrate the concepts with rigor, the entire tree is at risk of falling with a strong, traumatic wind.
The trunk is made up of skill building with children and other adults that creates Calming and Communication. It builds upward from emotional Identification, to Modulation of energy and emotions, and ends with emotional Expression- maintaining relationships while getting our needs met. The trunk is similar to our physical body; to overcome the impact of trauma, we must address how emotion manifests itself in our bodies. If these skills are strong, then, like a tree, the trunk of our being will have inner strength and will flourish.
The upper branches are Competency which include Executive Functions and Self-Identity. These two concepts are fostered and developed in children and adults who have experienced trauma only after the roots and trunk (a safe environment and regulation skills) have begun to form. Just like branches in a tree, we continue to grow competency skills throughout our lives. Sometimes a branch may be injured or broken off, but if our root system and trunk is strong then we will overcome the changes and continue to prosper. The top branches are Trauma Integration: when trauma is no longer the focus of our life but becomes integrated into who we are.
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Just like the life of a tree, if an agency spends the first few years developing a substantial root system and creates a safe environment with trusting relationships, then the trunk and branches (regulation and competency skills) will be supported and more sustainable. When people feel safe and connected, have good regulation skills, and are continually developing their executive function and self-identity, they will integrate their traumatic experiences, and we will experience Collective Well-Being. When we foster growth with these concepts, we are Creating Resilience. ©Creating Resilience, LLC
Brief Overview of Creating Resilience Training
What Is Trauma Informed Care?
Trauma informed care is our way to respond to others in all situations. Trauma informed care means that we assume all people have a history of trauma, therefore we respond to all interactions with unconditional respect and restrict actions or words that may cause shame or humiliation.
Using this "trauma lens" with our responses in all interactions, we reduce the likelihood of re-traumatizing others and increase the likelihood of developing trusting relationships. We use our trauma lens to help create the safe environment and trusting relationships so people can move toward skill building and eventually, trauma integration.
Trauma Informed Care must occur not only between individual relationships but also within an organization with its employees. In order for agency/school staff to be able to give trauma informed care, they must work within a workplace where all staff treat each other with unconditional respect. Until the workplace has a consistently safe, trusting environment it is extremely difficult for the staff to emulate safety and trust to children or families.
Trauma Informed agencies infuse and sustain trauma awareness and knowledge of its effects, and integrate interventions and skill building into their organizational cultures, practices, and policies with staff and clients. In a trauma informed workplace, trusting, collaborative relationships exist in an emotionally safe environment created with routines, teamwork and self-regulated individuals. A vital part of giving trauma informed care to children and families is to, first, be part of a trauma informed agency where all levels of the organization work together with unconditional respect.
Using this "trauma lens" with our responses in all interactions, we reduce the likelihood of re-traumatizing others and increase the likelihood of developing trusting relationships. We use our trauma lens to help create the safe environment and trusting relationships so people can move toward skill building and eventually, trauma integration.
Trauma Informed Care must occur not only between individual relationships but also within an organization with its employees. In order for agency/school staff to be able to give trauma informed care, they must work within a workplace where all staff treat each other with unconditional respect. Until the workplace has a consistently safe, trusting environment it is extremely difficult for the staff to emulate safety and trust to children or families.
Trauma Informed agencies infuse and sustain trauma awareness and knowledge of its effects, and integrate interventions and skill building into their organizational cultures, practices, and policies with staff and clients. In a trauma informed workplace, trusting, collaborative relationships exist in an emotionally safe environment created with routines, teamwork and self-regulated individuals. A vital part of giving trauma informed care to children and families is to, first, be part of a trauma informed agency where all levels of the organization work together with unconditional respect.
Contact Cheryl Step: cstep.cr@gmail.com or call/text (405) 612-9432
