Questions:
1.
What is a primary tenant of working with everyone, but especially with people who have experienced trauma and may see themselves as inherently weak due to their experiences?
2.
What are the three stages of trauma recovery?
3.
What are the four key assumptions, according to SAMHSA’s concept of trauma, if a program, an organization, or a system is trauma-informed?
4.
What occurs if a child experiences an extraordinarily frightening event or a situation that harms the physical or emotional well-being of someone close, such as another family member or a friend?
5.
What are the ways traumatic experiences can impair a child's ability to function each day?
6.
What are some actions or lack of actions that may cause Systems-Induced Trauma for the child when traumatic stress is left untreated and further harm is likely to occur?
7.
The three E's of Trauma are Event(s), Experience of Event(s), and Effect. What determines if an event is experienced as traumatic?
8.
What are the six key principles of a Trauma-Informed Approach?
9.
What should be considered when implementing a Trauma-Informed Approach?
|
Answers:
A. Safety and stabilization; Remembrance and mourning; and Reconnection.
B. Focusing on strengths instead of weaknesses.
C. Trauma.
D. Realizes the widespread impact of trauma and understands potential paths for recovery; Recognizes the signs and symptoms of trauma in clients, families, staff, and others involved with the system; Responds by fully integrating knowledge about trauma into policies, procedures, practices, and settings; and Resists re-traumatization of clients as well as staff.
E. Misidentifying non-compliant behavior; No referral or follow-through regarding trauma-specific assessment and treatment; Failure to address ongoing physical and psychological safety needs; and placement instability and uncertain permanency, which can involve abrupt, unexplained removals and further compounds the child's traumatic stress.
F. Brain development; Attachment; Emotional regulation; Behavioral regulation; Cognition (learning and school performance); Self-concept; and Social development.
G. Safety; Trustworthiness and Transparency; Peer Support; Collaboration and Mutuality; Empowerment, Voice, and Choice; and Cultural, Historical, and Gender Issues.
H. Is an individual's own definition of emotional safety included in treatment plans?; Is timely trauma-informed screening and assessment available and accessible to individuals receiving services?; Does the organization have the capacity to provide trauma-specific treatment or refer to appropriate trauma-specific services?; How are peer supports integrated into the service delivery approach?; and How does the agency address gender-based needs in the context of trauma screening, assessment, and treatment? For instance, are gender-specific trauma services and supports available for both men and women?
I. How the individual labels, assigns meaning to, and is disrupted physically and psychologically by the event. |
