Dissertations / Theses: 'Trauma informed care in Appalachia'

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Raza, Mattie V. "Trauma Informed Care Training Initiative: Implementation Study in Appalachia." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/honors/632.

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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.

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Dodd, Julia. "Trauma-Informed Primary Care." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7348.

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Dean, K., and Michele R. Moser. "Trauma Informed Teaming." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4989.

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Bernard, Julia M. "Trauma Informed Care and the Family Professional." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5807.

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McCook, Judy G. "SANE Nursing, ACES and Trauma Informed Care." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7177.

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Haas, Becky, and Andrea D. Clements. "Building a Trauma Informed System of Care." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7197.

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Bishop, Kaelyn E., Andrea D. Clements, and Valerie Hoots. "Trauma-Informed Care: Implementation Efforts in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/honors/483.

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Trauma has been found to be highly prevalent and associated with many negative health and social outcomes (i.e., heart disease, higher suicide risk, high-risk behaviors) in the general population. Despite these associations, trauma detection is relatively rare in service-providing organizations. Trauma-informed care (TIC) is a proposed solution that encourages trauma detection, understanding the symptoms associated with trauma, and treating trauma while actively avoiding re-traumatization to the service user. Although research about TIC efficacy has been fairly limited, there are some promising potential benefits of the practice to the client, provider, and the population as a whole. For this study, we looked at service providers’ reported familiarity with TIC and implementation of TIC in their organization across seven timepoints. We found familiarity increased more than implementation, and we discuss potential reasons that may cause this discrepancy.

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Gillogly, Zaya A. "BEING TRANS-INCLUSIVE AND TRAUMA-INFORMED: EXAMINING TRAUMA-INFORMED CARE PRACTICES FOR THE TRANSGENDER POPULATION IN SHELTER SETTINGS." Ohio University Honors Tutorial College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1492783157107251.

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Clements, Andrea D. "The Roots of Trauma-Informed Care: Love Thy Neighbor?" Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7232.

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Trauma-informed Care (TIC) is a paradigm that has gained much traction in medical and human services settings over the past decade, motivated by the recent research findings that many poor physical, mental, and behavioral outcomes are more likely in individuals who experienced trauma in childhood (Adverse Childhood Experiences [ACEs]) such as abuse and neglect. The TIC paradigm, offered as novel, seems to be a secular repackaging of the biblical mandate to love our neighbors (Mark 12:31; Gal 5:14). The central tenets of TIC include feeling empathy with and demonstrating empathy toward others in their suffering; understanding that having experienced past traumatic events changes a person physically, mentally, and emotionally; that efforts should be made to prevent retraumatization; and that every person is valuable and has strengths that can be cultivated. Empathy, or feeling what other feel, is taught in Rom 12:15, “Be happy with those who are happy, and weep with those who weep,” and Gal 6:2, “Share each other’s burdens, and in this way obey the law of Christ.” Having an understanding of the pain experienced by those who have experienced trauma and caring for that suffering part of the body is clearly a biblical concept. Paul states, in 1 Cor 12:25-26, “This makes for harmony among the members, so that all the members care for each other. If one part suffers, all the parts suffer with it, and if one part is honored, all the parts are glad.” This supports the emphasis on empathy as well. The ACE Study which sparked the development of the TIC paradigm, highlights the likely impacts of adversity on children who have been treated unjustly. Throughout the Bible, those who follow God’s principles are instructed to care for the child, the weak, and those experiencing injustice (Isa 1:17, “Learn to do good; seek justice, correct oppression; bring justice to the fatherless, plead the widow’s cause.”). Finally, in teaching the tenets of TIC, we foster a belief that everyone has value and we should help each other to capitalize on strengths. Hebrews 10:24 echoes this by saying, “And let us consider one another to provoke unto love and to good works.” How do we know people have strengths to be capitalized upon? Rom 12:6 says, “In his grace, God has given us different gifts for doing certain things well,” and 1 Pet 4:10 says, “Each of you has received a gift to use to serve others. Be good servants of God’s various gifts of grace.” I and a colleague have been teaching TIC principles to health care professionals and human service workers over the past two years. We have trained almost 2,000 people in these concepts. It has been embraced like nothing I have seen in my three decades in the psychological and counseling profession. Is it that our secularized society is hungry for biblical wisdom? Is it that He who created us knows best what we need? I can’t say, but our current research seeks to verify effects as organizations implement TIC.

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Hoots, Valerie M., Joseph Barnet, Diana Morelen, Becky Haas, and Andrea D. Clements. "Self-Assessed Change Attributed to Trauma-Informed Care (TIC) Training." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7225.

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Stokes, Yehudis. "Exploring Nurses' Knowledge and Experiences Related to Trauma-Informed Care." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35223.

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Background: Recognition of the significance of psychological trauma and its impact on individuals, families, communities, and society at large has greatly expanded over the past 20 years, calling for the need to develop both trauma-sensitive and trauma–responsive services. Nurses, as direct care providers who work within a holistic perspective, are positioned to play an integral role in the advancement of ‘trauma-informed care’ within healthcare services. Objectives: The specific objectives of this thesis were: a) to describe the use of social media (Facebook and LinkedIn) in the recruitment of Registered Nurses for an online survey, and b) to explore and describe the understandings and experiences related to trauma and trauma-informed care among nurses that scored the highest on this scale. Method: This was a two-phase study design using mixed methods. Phase One consisted of an online quantitative self-report survey. Participants were recruited via social media with the aim of examining nurses’ attitudes related to trauma-informed care. Phase Two consisted of a qualitative study exploring nurses’ knowledge and experiences related to trauma-informed care. The studies were conducted using a sequential approach; that is, the target sample for Phase Two (qualitative study) was identified based on the results of the survey (Phase One). Findings: From the first phase of this research, I proposed that social media, and specifically Facebook and LinkedIn, offer suitable platforms for recruiting a diverse sample of Registered Nurses to complete an online survey. Associated advantages and challenges as well as specific differences between Facebook and LinkedIn as recruitment platforms should be considered when incorporating these strategies. Four main categories emerged from the second phase of the research: “(Not)Knowing Trauma-Informed Care”, “Conceptualizing Trauma and Trauma- Informed Care”, “Nursing Care in the Context of Trauma”, and “Dynamics of the Nurse-Patient Relationship in the Face of Trauma”. These findings highlight important considerations for trauma including, the complex dynamics of trauma that affect care, the importance of both knowing trauma as a concept, but also knowing how to act in response to trauma knowledge, the need to facilitate trauma-informed care beyond mental healthcare, and the parallels between nursing and trauma-informed care. Conclusion: This Master’s thesis has explored the use of a novel survey recruitment strategy as well as emphasized the need for nurses and organizations to incorporate trauma-informed principles in the services they provide, and in their cultures as a whole. This research reinforces that the discipline of nursing is aptly situated to apply tenets of trauma-informed care and that we must further the progression of trauma-informed care in practice, policy, education, and research.

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Bishop, Kaelyn, Valerie Hoots, and Andrea Clements. "Changes in Familiarity of Service Providers with Trauma Informed Care Over Time." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/220.

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Despite trauma being widespread through the U.S. population and being associated with a multitude of negative life outcomes, trauma is not systematically being detected or considered during treatment or other service administration. To minimize the risk of re-traumatization and attempt to ameliorate the effects of past trauma, trauma informed care (TIC) is being implemented. TIC is an approach that attempts to educate individuals, particularly service providers, about the impact of trauma, as well as how to most effectively provide care for an individual who has experienced trauma. When implementing TIC trainings, it is important to establish a need for the trainings by determining if service providers are already knowledgeable about TIC and do not need training, and it is important to monitor service provider’s familiarity throughout the trainings to determine if the trainings are being effective. To determine if there is a need for the trainings, an initial survey was conducted to determine how familiar service providers were with TIC. In order to assess if the TIC training is educating service providers, we assessed the familiarity of service providers with trauma informed care. In order to monitor this familiarity, a survey was e-mailed from October 2015 to October 2018 every six months to service providers who were then instructed to complete the survey and forward it to anyone they thought may be interested in completing it. In the survey, they were asked to indicate how familiar they are with TIC: not familiar, somewhat familiar, or familiar. While these surveys were being distributed, TIC trainings were being held for the organizations in which the service providers were employed. In October 2015, at the start of TIC trainings, only 44.8% of survey providers reported being familiar with TIC while 20% reported not being familiar with TIC at all (n = 105). In October 2018, after TIC training had been implemented, 93.8% of service providers reported being familiar with TIC and 0.0% reported not being familiar with TIC at all (n = 64). These results indicate that there was a need for TIC training in these organizations due to the lack of familiarity the service providers reported at the first survey, and the TIC training may be contributing to the education of service providers which may be leading to more effective care being administered.

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Bernard, Julia M. "Incorporating Trauma Informed Care into the Classroom: Using Trauma Research to Train Family Professionals." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/935.

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Toler, Kimberly. "Trauma-Informed Care for Persons With Opioid Use Disorder in Ohio." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7202.

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Prevention, social work, and community awareness programs have not led to the successful reduction of opioid overdose deaths nationwide, and particularly in Ohio. This study explored social work perspectives about trauma-informed care (TIC) for persons with opioid use disorder in Ohio. The research questions for this study examined how social workers in Ohio implemented TIC when providing outpatient treatment to opioid users and what challenges they faced when providing TIC. Using an action research methodology, data were collected through individual semistructured interviews with 5 social work professionals, selected through purposive sampling based on experience in the field of substance use in Ohio and the use of TIC. Contemporary trauma theory and TIC were chosen to frame the research project. Three themes emerged through thematic analysis of the data: appreciation for trauma-informed opioid use disorder treatment, organizational and professional challenges to the use of trauma-informed opioid use disorder treatment, and environmental barriers to successful trauma-informed outpatient opioid use disorder programming. The study aligned with the social work core values of competence and principles of harm reduction. The findings from the study might bring about social change by igniting dialogue among treatment providers about how TIC interventions could support integrated treatment and holistic approaches to combatting opioid addiction in Ohio.

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Sundborg, Stephanie Anne. "Foundational Knowledge and Other Predictors of Commitment to Trauma-Informed Care." Thesis, Portland State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10281105.

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Trauma-informed care (TIC) is an approach to service delivery based on the understanding of the prevalence of psychological trauma among service users, knowledge about the impact trauma has on engagement to services, and recognition that service settings can be re-traumatizing. For more than a decade, momentum has been building on this topic. Practitioners are pursuing the knowledge and skills needed to implement trauma-informed service delivery, while organizations are building infrastructure and processes aimed at supporting this approach. Disciplines across many human service sectors are eager to incorporate TIC into policy and practice. Despite this enthusiasm, implementation efforts are slow. Acquiring foundational knowledge about TIC has typically been recommended as a first step when implementing a trauma-informed approach. However, slow progress in implementation suggests knowledge may not be enough. This study investigated the individual characteristics that impact a commitment to TIC, with specific attention to the relationship between foundational knowledge about trauma-informed care and commitment to TIC. Other variables of interest included perceived principal support, TIC self-efficacy, beliefs about trauma and its impact, and organizational strain. Survey data were collected from 118 participants working in mental health, public health, and early childhood. Results from structural equation modeling suggest that foundational knowledge predicts affective commitment to TIC both directly and with the partially mediated paths through principal support, TIC self-efficacy, and beliefs about trauma. Organizational strain does not moderate these effects. However, group differences based on high and low levels of perceived organizational strain were observed and discussed. These findings add to the growing literature on TIC and should be considered as organizations strive to implement TIC.

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Scheer, Jillian Ryan. "Trauma-Informed Care for Sexual and Gender Minority Survivors of Intimate Partner Violence." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107451.

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Thesis advisor: V. Paul Poteat
Intimate partner violence (IPV) occurs in LGBTQ (lesbian, gay, bisexual, transgender, queer) relationships at rates equal to or even higher than cisgender heterosexual relationships (Walters, Chen, & Breidig, 2013). The health consequences of IPV are well documented (Kwako et al., 2011). Trauma-informed care (TIC) is one service approach receiving increasing support for use with IPV survivors (Warshaw, Lyon, Phillips, & Hooper, 2014). Nevertheless, there is little research exploring the association between TIC and health among LGBTQ IPV survivors. Immobilization is prevalent for IPV survivors for whom fight or flight may increase risk of violence during traumatic situations (van der Kolk, 1989). TIC might be well-positioned to counter these immobilizing effects in effort to facilitate mobilization and better health for IPV survivors. The relationship between TIC and health through mobilizing mechanisms has not yet been tested. This study examined several mobilizing mechanisms as mediating the relationship between TIC and health including: 1) lower social withdrawal; 2) lower shame; 3) greater emotion regulation; and, 4) greater empowerment. Among 227 LGBTQ adults, structural equation modeling analyses tested the relationship between TIC and health, and the mediating effects of lower social withdrawal and shame, and greater emotion regulation and empowerment on the relationship between TIC and health. Results indicated that the direct effects of TIC on mental and physical health were not significant. Indirect effects of TIC on mental and physical health through the set of mobilizing mechanisms were not significant. However, TIC did predict greater empowerment and emotion regulation and lower social withdrawal. Lower social withdrawal and lower shame also predicted better mental health, while lower shame and emotion regulation predicted better physical health. Practitioners need to uncover additional services and resources beyond TIC that could improve health among LGBTQ IPV survivors. Research should continue to examine the potential effects of TIC in addition to how it is applied in the context of evidence-based treatment programs that are adapted for sexual and gender minorities
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology

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Dodd, Julia. "From Theory to Practice: Practical Tips for Creating a Trauma-Informed Primary Care Practice." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7342.

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Moser, Michele R. "Breaking Down Silos: Developing Trauma-Informed Care Through a Community Based Learning Collaborative." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4969.

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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.

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Hale, Renae Denise. "Implementation of a Trauma-Informed Care Program for the Reduction of Crisis Interventions." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7148.

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Childhood trauma is the primary reason children and adolescents display behavioral issues that require hospitalization. Implementation of a trauma-informed care (TIC) program was the intervention chosen at a child and adolescent behavioral health hospital to decrease physical holds and seclusion rates for patients aged 3 to 17 and to reduce the risk of retraumatization of children needing psychiatric care. Six core strategies from the National Association of Mental Health Program Directors was the framework for this project. The number of crisis interventions before and after implementation were 440 and 259, respectively. The number of seclusions before implementation was 215, and total number of restraints was 225. The number of seclusions after implementation was 125, and total number of restraints was 134. Data showed that implementing a TIC program decreased the use of physical holds and seclusions by 26% within 6 months of program implementation. The implications of this project for positive social change include changing the approach to children with high-risk behaviors by decreasing the risk for retraumatization.

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Burroughs, Emily. "Ethical Standards of Human Services Professionals in Trauma Informed Care Across Diverse Settings." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/honors/538.

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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.

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Quizhpi, Cristian, Karen Schetzina, and David Wood. "Assessing the Feasibility of Integrating Trauma-Informed Practices Into the Primary Care Setting." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7668.

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Background: Disadvantaged social, economic, and environmental factors create Adverse Childhood Experiences (ACEs), which can harm a child’s developing brain and have lasting effects on health. These experiences range from physical, emotional, or sexual abuse to parental divorce or substance abuse. Afflicted children have a significantly increased risk of behavioral and health issues later in childhood, as well as adult onset chronic health problems. We hypothesize that primary care ACEs screening, intervention by a primary care-behavior health care integrated care team, and referrals for parenting support and resources will be feasible, acceptable, and beneficial from parent and provider perspectives. Methods: Parents with an ACE score of four or higher at the one-month checkup will be offered The Incredible Years interactive video intervention during checkups through 9 months of age. Parents or children with an ACE score of four or higher at the 1-4 year well child visits will be referred to participate in Nurturing Parenting group visits provided by a partnering community agency. Both programs are evidence-based, family-centered trauma-informed programs supporting positive child rearing practices. Process and outcome variables will be assessed using surveys administered after patient screening and following each program session, and primary care providers will be surveyed at the end of the project period. Process and outcome measures include; number of families screened for ACEs, number referred to parenting programs, the number of program sessions completed and attendance and changes in selfassessed parenting competence. This study will demonstrate the feasibility of integrating traumainformed practices into primary pediatric care, document an increase in referrals to community support services and document an increase in self assessed parenting competence among parents who have suffered 4 or more ACEs. Results: Preliminary survey results show that families evaluate the process of undergoing ACEs screening and follow up discussion with providers in a favorable manner. Additionally, families with elevated ACEs scores that meet criteria for additional interventions, received the corresponding program in as acceptable and appropriate. Provider surveys are forthcoming, however the additional screening, intervention provided by the Behavioral Health Team, and feasibility survey collection has not affected the clinic’s productivity or delayed patient care. Upon initially starting screening and survey administration at clinic, an error was noted in the reporting of ACEs screening results in the EMR. Data collection was delayed while the EMR function was edited by IT administrator. Conclusions: Our multidisciplinary team will continue to collect data and continue to evaluate and streamline all aspects of the project in order to enhance the care of our patients and families. Additionally, will evaluate concerns and recommendations noted with provider administration survey at conclusion of data collection.

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Muttillo, Aaron. "IMPLEMENTING AND SUSTAINING TRAUMA-INFORMED CARE: AN EXPLORATION OF STAFF ATTITUDES, BELIEFS, AND EXPERIENCES." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1576601636224949.

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Clements, Andrea D., Becky Haas, and Valerie M. Hoots. "ACEs, Intrinsic Religiosity, and Compassion in “Helping Professionals” Targeted for Trauma-Informed Care Training." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7242.

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Mack, Darlene J. "Student Perception of Safety and Positive School Climate After Trauma Informed Care Professional Development." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573747578906961.

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Adame, Misty Dawn. "A Qualitative Study Exploring for Educators Tenets of Trauma Informed Care Beliefs and Behaviors." Thesis, Grand Canyon University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10245395.

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This qualitative case study explored educator beliefs and behaviors for the tenets of trauma-informed care and if those beliefs or behaviors change in relation to years of service or specialized training. Ecological systems theory guided the theoretical approach. Review of historical research revealed a gap in linking trauma-informed care into the ecological system surrounding the traumatized child in the educational setting. Research questions asked what educator beliefs and behaviors are reflective of the tenets of trauma-informed care, and if those beliefs or behaviors change in relation to years of service or specialized training for educators. Data were collected from eight educators from two Arizona schools using questionnaires, individual interviews and field notes. Results were analyzed using inductive thematic coding and descriptive reporting. Interview data revealed six major themes including: types and causes of problem behavior including withdrawal, physical and verbal behavioral disruptions; identifying and responding to trauma; teacher identity; and educator training. Questionnaire outcomes showed respondents scores averaged 65, out of a possible score of 90. Major findings of the study indicated participants broadly reflected some tenets of trauma-informed care. Divergence in responses was consistent, indicating a shared set of educational beliefs at odds with certain aspects of trauma-informed care. Participants felt increased experience equipped them to manage disruptive behavior better. Participants lacked professional development in behavior management and trauma. Participants unanimously expressed a strong desire for such training to be made available.

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Clements, Andrea D., Becky Haas, Randi G. Bastian, and Natalie Cyphers. "Addressing Intimate Partner Violence: Development of a Trauma Informed Workforce." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7230.

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Stephen, Premo Jessica Lynee. "Adolescent Trauma Treatment in Integrated Primary Care: A Modified Delphi Study." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/90403.

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Early stressors like trauma can lead to developmental changes that have life-long negative health consequences (Merikangas et al., 2010; Anda et al., 2006). Approximately 1 in 4 youth experience substantial trauma during their developmental years (Merikangas et al., 2010; Duke, Pettingell, McMorris, and Borowsky, 2010). Such findings suggest the need for early intervention and treatment for adolescents exposed to traumatic events and adversity. Ideally, adolescents could be treated within primary care settings where parents overwhelmingly seek services for their children. Primary care settings are sought out at a 94% to 97% rate of services as compared to only a 4% to 33% rate of parents seeking out mental health services (Guevara et al., 2001). Unfortunately, no adolescent trauma-informed interventions have yet been adapted for use in primary care (Glowa, Olson, and Johnson, 2016). This study aimed to fill this critical gap between adolescent mental health issues associated with trauma and adverse childhood experiences and the lack of treatment in integrated primary care settings. The need for trauma-informed treatment for adolescents who have experienced trauma and adverse experiences is especially salient as evidence-based treatment for adolescents in this setting is limited. A modified Delphi approach was employed to address this gap in the research. Two rounds of questionnaires and focus groups were utilized with a panel of experts and youth stakeholders to gain consensus on treatment recommendations. Ultimately, expert panelists and youth stakeholders identified 59 recommendations for adolescent trauma treatment to be delivered in integrated primary care settings.
Doctor of Philosophy
Childhood trauma can have negative health, social, and educational outcomes that extend into adulthood and over one’s lifespan (Black, Woodworth, Tremblay, & Carpenter, 2012; Merikangas et al., 2010). Approximately 1 in 4 youth today experience trauma (Duke et al., 2010). Trauma can include a variety of things such as physical, sexual, or emotional abuse; being the victim of a crime; witnessing violence in the home; living through a natural disaster or experiencing an accident (Anda et al., 2006; APA, 2017). The frequency of trauma in adolescence suggests the need for early intervention and treatment. Ideally, adolescents could be treated within primary care settings where parents and adolescents frequently seek care services. Unfortunately, no adolescent trauma interventions have been created for this setting (Glowa, Olson, & Johnson, 2016). This study was designed to improve the treatment of adolescent trauma in primary care settings. For this research study a modified Delphi technique was used. Two rounds of questionnaires and focus groups were utilized with participants that consisted of a panel of experts from the field and youth aged 14-18 years old. Ultimately, the study participants made 59 recommendations for adolescent trauma treatment to be delivered in primary care settings.

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Adams, E., Julia Dodd, Andrea Clements, and S. Raja. "Trauma Informed Care as a Universal Precaution: Practical Applications for Behavioral Medicine Practitioners and Researchers." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7332.

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Clements, Andrea D., Becky Haas, and R. G. Bastian. "Progress in the Development of a Trauma Informed System of Care in Johnson City, Tennessee." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7240.

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Niles, Elisa Amaris. "Impact of Trauma on Reoccurring Homelessness in the U. S. Virgin Islands." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7707.

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Homelessness is a growing concern in the United States Virgin Islands (USVI) especially since 2 major hurricanes in 2017 devastated the islands. The impact trauma has on reoccurring homelessness in the USVI is unknown. Failure to understand the impact trauma may pose on persons who are homeless could hinder stable housing and perpetuate reoccurring homelessness. The purpose of this cross-sectional study was to examine the predictive relationship between trauma and reoccurring homelessness in persons who are homeless living in the USVI. The theoretical framework for this study was Psychological Trauma Theory. Participants were homeless adult persons (N=73) who were surveyed using the Trauma History Questionnaire and the Residential Timeline Follow-Back. A multiple regression analysis was used to examine the prediction of trauma on reoccurring homelessness, while controlling for demographic variables. The results indicated trauma was not statistically predictive on duration of homelessness and housing stability though when gender and education were controlled, there was significance in predicting service utilization with an adjusted R of (.19) of the variance and a value of (p > .000). Homeless males were more likely to utilize services than females though both homeless males and females with a high school education or higher were less likely to use services. The outcomes of this study have social change implications including counselor educators, counselors, and community stakeholders collaborating to facilitate trauma-informed care and design gender specific programs to increase service utilization among the homeless.

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Reeves, Audrey Michelle. "Compassion Fatigue: Stories/Artworks of an Art Teacher with a Trauma-Informed Pedagogy." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555570912535465.

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Goodwin-Glick, Kelly L. "Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1487245316067513.

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Abdussatar, LaShonda D. "Assessing Administrator Attitudes and Beliefs About the Trauma Informed Care Model and Their Perceptions of the Implementation of Restorative Practices." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619991319109943.

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Levine, Sarah. "It changes their outlook on everything : staff perspectives on the impacts of trauma- and violence- informed care orientation and training in two primary care settings." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/57584.

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Trauma and violence are common, and they are linked to multiple health problems. Trauma survivors may be re-traumatized when seeking health care. Trauma- and Violence- Informed Care (TVIC) is care that is safe and accessible to trauma survivors. While there is a growing body of literature on trauma-informed care (TIC), prior studies have not explored how nurses and other multidisciplinary health care staff understand TVIC, which has an explicit focus on structural violence and ongoing interpersonal violence. Furthermore, few researchers have studied either TIC or TVIC in primary health care (PHC) settings. This analysis explores the perspectives of PHC staff on the impacts of orientation and training sessions on TVIC. These TVIC sessions were one component of a larger intervention to promote equity. This secondary analysis uses interpretive description to analyze fourteen in-depth interviews with multidisciplinary staff at two PHC clinics. While the impact of the TVIC sessions varied greatly across different participants and sites, all of the staff described enhancements in their awareness, knowledge and/ or confidence about trauma and violence. For some, this contributed to a shift in perspective that impacted their personal lives, their clinical practice, their organizational culture, and their motivation to address structural determinants of health. Intrinsic factors including presentations of data, facilitated discussions, the presence of researchers, and the timing of sessions influenced how participants understood, remembered and prioritized TVIC. Importantly, structural, organizational and personal contexts significantly influenced how participants took up and enacted TVIC in practice. This study contributes to knowledge about TVIC in PHC, and explores how health care providers understand and enact TVIC concepts. The findings point to the importance of challenging the biomedical paradigm in PHC and surface some of the difficulties health care providers may face when using a structural lens to inform clinical practice. Recommendations include assessing and planning for diverse contexts for TVIC implementation; explicitly attending to the biomedical paradigm that shapes PHC practice, framing TVIC as a paradigm shift but incorporating concrete tools and mentorship into TVIC sessions; attending to clients’ voices; and research-practice collaborations for sustainability and evaluation of TVIC.
Applied Science, Faculty of
Nursing, School of
Graduate

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Paul, Wesley. "Trauma-focused models for caregivers: a systematic review of empirical research." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/898.

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Child and Adolescent caregivers are rarely the focus of research and/or trauma-focused or informed models when working with traumatized children (Baynard, Englund, & Rozelle, 2001; Chapman, Dube, & Anda, 2007). It has been shown that use of caregivers in the treatment of children who have suffered trauma can have a significant impact on not only the child, but also reduce the trauma symptoms of the caregivers themselves (Cohen, Mannarino, & Staron, 2006). The purpose of this study is to critically review the empirical research of trauma-focused and trauma-informed trainings and treatment models for children who have suffered some form of trauma and whose caregiver is included in the treatment. The outcomes of trauma-focused models will be examined in terms of its purpose, intervention, facilitation, adaptability and modification. Implications for further research and application are drawn.
B.S.W.
Bachelors
Health and Public Affairs
Social Work

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Pykare, Justin D. "Screening for Adverse Childhood Experiences in Medication-Assisted Treatment." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1617798934883737.

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Williams, Julie. "Intersections Between Violence and Health Promotion Among Indigenous Women Living in Canada." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39152.

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Violence against Indigenous women is a major public health concern worldwide and Canada is no exception. Multiple forms of violence inform the broader context of violence against Indigenous women. Nurses are likely to encounter Indigenous women in a variety of settings, but evidence suggests that nurses may lack understandings of violence. This thesis explored the following question: How does extant qualitative research conducted in Canada, contribute to understanding the health and wellbeing of First Nations, Métis and Inuit (Indigenous) women who have experienced violence? During the development of this thesis, significant gaps were highlighted including underrepresentation of Inuit women in the literature, limited focus on health promotion, and lack of methodological approaches to systematic reviews that were participatory and inclusive of the community. Therefore, a secondary aim of this thesis was to privilege perspectives of Inuit women and their communities, by developing a study protocol for a collaborative and community centered approach to reviewing and assessing the extant literature. A configurative and inductive approach based on thematic synthesis was used to systematically search, retrieve, analyze and synthesize extant literature. Post-colonial feminist theory and intersectionality were used as theoretical lenses to emphasize intersections between multiple forms of violence and locate the problem within the broader context of colonization and oppression. Sixteen studies were included in this review, fifteen qualitative and one mixed methods study. Four themes with subthemes emerged based on analysis and synthesis of findings in the included studies: 1) ruptured connections between family and home, 2) that emptiness… my spirit being removed, 3) seeking help and feeling unheard, and 4) a core no one can touch. These themes represent interconnected pathways that influenced health among Indigenous women, and have implications for healthy public policy, clinical practice, and nursing education.

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Ollison, Jacquelyn. "Improving Teacher Retention by Addressing Teachers' Compassion Fatigue." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3602.

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California is experiencing a massive teacher shortage, and urban schools are disproportionately affected by it negatively. Retention efforts to date have not included strategies to address Compassion Fatigue (burnout and secondary trauma) teachers experience when working with traumatized students at urban schools. This dissertation explores whether Compassion Fatigue is an unaddressed reason for teacher attrition at urban schools. A mixed method practical action research approach using the Professional Quality of Life Scale Version Five (ProQOL 5) and qualitative interviews, portions of which were turned into illustrative vignettes drove the exploration. Approximately 114 teachers completed the ProQOL 5. Statistical analysis of the ProQOL 5 results showed that female teachers experience more compassion fatigue than male teachers; compassion fatigue is more acute with beginning teachers than with veteran teachers; and that teachers working at high-poverty schools experience statistically significant differences in compassion satisfaction and fatigue than teachers at low poverty schools. Correlation tests revealed statistically significant relationships between compassion fatigue and the school’s racial demographics even when controlling for the socioeconomically disadvantaged status of the school and teacher ethnicity. Linear regression models showed that the percentage of African American students in the school is a statistically significant predictor of compassion fatigue. Qualitative interview analysis showed that secondary trauma from students is not the only trauma teachers are experiencing, and that school climate and conditions matter when attempting to retain teachers. In the final phase of the action research, a policy brief was developed through a collaborative and iterative process, based both on the findings and engagement with stakeholders. If California is serious about producing and retaining high-quality teachers at all urban schools,’ efforts to mitigate compassion fatigue should be undertaken immediately.

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Milliken, Danielle L. "Core Value Driven Care: Understanding the impact of core values on employee perception of Patient Safety, Employee Safety, and Quality of Care." Franklin University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=frank161046157154285.

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Doehne, Bryce A. "Supporting Student Veterans Utilizing Participatory Curriculum Development." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1460681183.

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"Do teachers’ attitudes about trauma informed care predict trauma-informed behaviors in the classroom?" Tulane University, 2021.

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(8782520), Sabrina Leigh Perez. "Trauma-Informed Strategies for the Classroom." Thesis, 2020.

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Studies have shown that using trauma-informed strategies in the classroom positively effect students learning and academic success. However, studies have proven that educators’ lack exposure to trauma-informed care area. The purpose of the study was to 1). Investigate educators’ knowledge and uses of trauma-informed strategies in their classrooms and 2.) develop a resource of trauma-informed strategies for educators to better serve students with trauma and Adverse Childhood Experiences (ACEs). A research design of surveying elementary teachers from a Northeast Indiana public school. The survey was administered to twenty-six elementary teachers in both the general and special education setting. Twenty participants completed the survey. The survey questions were both open and closed ended questions that gathered educators understanding of trauma and trauma-informed strategies in the classroom. Twenty educators completed the survey. Results suggested that educators lack trauma-informed Professional Development while all educators have a high percent of students with trauma within their classrooms. Results also suggested that educators may not have a good understanding of what trauma-informed strategies are or how to implement them in their classroom.

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Chen, Tzu-Chun, and 陳慈純. "The Evidence-informed of Patient Outcomes for Taiwan Trauma Medical Care." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/88005927085714168997.

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碩士
中國醫藥大學
環境醫學研究所碩士班
98
This study aims to explore the pattern and risk factors of mortality from major trauma. A trauma registry dataset obtained from a medical center was used to analyze factors associated with the major trauma mortality using logistic regression models. In this cross-sectional study, medical records of 2,868 trauma patients hospitalized at China Medical University Hospital were extracted and analyzed. The direct marginal effects were calculated using Path Analysis. The two-part model was used to calculate the incident re-hospitalization after discharge. The mortality odds increased 2.9% for trauma patients with one year of age increase. The mortality odds increased 12.4% for those with injury severity score increased by one. Other risk factors associated with mortality included unstable vital signs at arrival (OR = 5.69), and complication during trauma care (OR = 2.48). Patients with Glasgow Coma Score less than 13 (OR = 12.19), and patients transferred from other institutions (OR = 3.34) were significantly associated with early mortality within 48 hours. Age, unstable vital signs, injury severity score, severe head and neck injury and complication were risk factors associated with mortality from the major trauma. The risk factors are different between mortality within and beyond 48 hours of arrival. The disability probability was increased by 0.002 (OR = 1.01) for patients with one-year increase of age , by 0.085 (OR = 1.53) for being a female, and by 0.178 (OR = 2.37) for with a Glasgow Coma Score of less than 13. Operation and complication during trauma care increased the disability probabilities by 0.026 (OR = 3.97) and 0.227 (OR = 2.86), respectively. Approximately 50% of the hospitalizations for injuries were caused by the motor bike crush, but 94.6% patients hospitalized for motor bike crush had used helmets. But, one thirds of the motor bike crush hospitalizations were associated with head injuries. Helmet use decreased 0.012 of the mortality rate, nevertheless, there was no effect on long-term medical utilization. Keeping stable vital signs, making appropriate decisions during the initial phase of trauma and reducing complications are the important guidelines for the optimal care of major trauma patients. The discussion will be focused on policy implications of this study. Using helmet can protect the head injuries effectively. Interventions for facilitating trauma care services and system are necessary for improving the quality of care.

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Seeley, Terri-Lee. "A feminist post structural analysis of trauma informed care policies in BC." Thesis, 2021. http://hdl.handle.net/1828/13398.

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My study examines trauma informed practice (TIP) policies in BC, Canada. My chosen methodology, what is the problem represented to be (WPR) (Bacchi 2009), makes politics visible in policies. I am interested in the effects of trauma policies on women who experience male violence. How does discourse produce certain effects and constitute specific subjects within these texts? I extend a politicized analysis of TIP policies, specifically, an in-depth feminist post structural analysis. I advance an understanding of the effects of policy, particularly for women who have experienced male violence and who receive services under the TIP guidelines. I note the absence of an intersectional analysis and the lack of attention paid to power relations, specifically associated with the provision of care within the health care system, the construction of the traumatized female subject and the absence of a social justice lens in TIP policies. My study addresses the meanings, and resulting practices arising from the TIP policy and its impacts on women's lived experiences. My feminist post structural analysis provides a critique of TIP policies glaringly absent from the literature. I examine available literature, which evaluates TIP. My analysis deepens the understanding of the policy's inherent assumptions by revealing the problem of trauma, as represented in TIP policies. I explore the emergence of the dominant concept of trauma in the completion of a genealogy of trauma. I uncover the commonly accepted trauma ethos, a set of principles and beliefs about violence against women that has set the path for a trauma discourse in BC's guidelines, policies, and programs. I explore my interest in iv the ontology of trauma, the nature of trauma itself and the way of being when trauma has occurred. While exploring this interest through a genealogy of trauma, I identify five historical figures; the traumatized female figure, the assaulted woman figure, the wounded veteran figure, the colonized Indigenous woman figure and the emancipated woman figure. My study explores how women are obscured and invisible in policies intended to address violence against women. I demonstrate that this invisibility results in gender-neutral policies-if there is no gender-based violence- we, therefore, do not have to think of gender-based treatment. The patriarchal erasure of women from trauma policies continually repositions what the problem is represented to be. These policies constitute women as the less valued subjects, fundamentally damaged and flawed. Trauma policies shape women as people who can damage staff; assuming they are a source of trauma infection; they can infect staff with their trauma resulting in vicarious traumatization of staff. Trauma policies characterize the traumatized female subject as fundamentally different from the staff or the professional expert. Only certain kinds of women can be traumatized, the mentally ill and substance-using women. My study exposes the presupposition embedded in policies that only certain women are violated, and other women are unlike them. This trauma discourse is grounded in racism, colonialism and sexism, built on stereotypical patriarchal representations of women, resulting in the stigmatization of women who experience male violence.
Graduate
2022-08-25

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"Creating Positive Attitudes about Trauma-Informed Schools: Examining the Influence of a Professional Development Training on Teacher Attitudes." Tulane University, 2017.

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acase@tulane.edu
The current study examined the impact of a professional development training in trauma-informed approaches on teacher attitudes. The current study had two main purposes: first, to determine whether two components of attitudes, perception of the problem and self-efficacy, became more trauma-informed among teachers following a professional development training; and second, to investigate whether that change in attitudes was linked to initial levels of familiarity with trauma-informed approaches and/or years of experience. Teachers from 6 schools that are part of the New Orleans Trauma-Informed Schools Learning Collaborative participated in the study (N = 163; 68.7% female, 58.9% White). Teachers filled out demographic information and completed the ARTIC scale (Baker, Brown, Wilcox, Overstreet & Arora, 2015) both before and after training. A paired-samples t-test revealed that perception of a problem and self-efficacy among teachers did become significantly more aligned with trauma-informed approaches following the training. However, contrary to the hypothesis, familiarity and years of experience did not moderate perception of a problem or self-efficacy. Regardless, these results have important implications for the trauma-informed schools movement as they show that PD trainings can positively impact teacher attitudes, potentially increasing teacher motivation to carry out trauma-informed practices in the classroom.
1
Juliana Vanderburg

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Clemente, Inês Alexandra Sousa. "Caracterização dos cuidados sensíveis ao trauma no acolhimento residencial : resultados preliminares." Master's thesis, 2021. http://hdl.handle.net/10400.14/35144.

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Em Portugal, o Acolhimento Residencial (AR) consiste na medida de colocação extrafamiliar mais expressiva, objetivando a promoção e proteção da criança ou do jovem, colocando-o aos cuidados de uma entidade que garanta cuidados adequados às suas necessidades e bem-estar, com vista ao seu desenvolvimento integral. Aquando do ingresso nas casas de acolhimento (CAR), frequentemente, as crianças/jovens carregam consigo trajetórias de vida traumáticas, relacionadas com os cuidadores primários, o contexto social e à própria medida de remoção do seio familiar. Estas crianças/jovens, pelas suas vivências passadas, apresentam necessidades específicas, sendo que, para lhes responder adequadamente, é fundamental a implementação de cuidados sensíveis ao trauma. O presente estudo, procurou caracterizar os cuidados sensíveis ao trauma em AR, a partir das dimensões consideradas críticas neste domínio. Trata-se de um estudo que compreende uma metodologia mista, e que utiliza como método de recolha de dados o QACST – SPIJ (CAR). Participaram na investigação 85 profissionais integrados nas EE (equipa educativa) e ET (equipa técnica) de 14 CAR. As principais conclusões demonstram que, face à caracterização dos cuidados sensíveis ao trauma, a partir do QACST, as equipas demonstram melhores perceções quanto ao rastreio e avaliação do trauma – práticas de planeamento dos serviços, e ao ambiente físico das CAR. No que diz respeito às restantes dimensões, formação e educação, supervisão, suporte e autocuidado e políticas, apresentam níveis de perceção mais baixos, o que demonstra a necessidade das CAR para estabelecer uma cultura que priorize os cuidados sensíveis ao trauma, e consequentemente apoiem as equipas na sua execução.
In Portugal, Residential Care, is the most expressive measure of extra-family placement, aiming the promotion and protection of the children/youngsters, placing them in the care of an entity that guarantees adequate care for their needs and well-being, considering their integral development. When entering residential care, children/youngsters often carry traumatic life trajectories, related to the primary caregivers, the social context and the very measure of removal from the family. These children/youngsters, due to their past experiences, have specific needs, and in order to respond adequately to them, it is fundamental to implement trauma-informed care. The present study sought to feature trauma-informed care in residential care, based on the dimensions considered critical in this domain. This is a study with mixed methodology, and uses the QACST – SPIJ (CAR) as a data collection method. Have participated in this investigation 85 professionals integrated in the EE (educational staff) and ET (technical staff) from 14 residential care. The main findings show that, given the feature of trauma-informed care, based on the QACST, the staff demonstrate better perceptions regarding trauma screening and assessment – service planning practices, and the physical environment of the residential care. With regard to the other dimensions, training and education, supervision, support and self-care, and politics, they present lower levels of perception, which demonstrates the need for residential care to establish a culture that prioritizes trauma-informed care, and consequently support the staff.

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(11262267), Alissa P. Cress. "A POPULATION IGNORED: FOSTER PARENTS’ PERCEPTIONS OF GIFTEDNESS AND ITS ROLE IN THE EXPERIENCES OF YOUTH IN FOSTER CARE." Thesis, 2021.

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In this dissertation, I sought to understand foster parents’ perceptions of giftedness, how foster children’s strengths, gifts, and talents affect their experiences and those of their foster parents, and what resources and information foster parents have for supporting their foster children’s education and gifts. To understand these beliefs, I analyzed quantitative and qualitative survey data from 53 foster parents throughout the United States and analyzed interviews from 14 of those foster parents. Most foster parents surveyed perceived their foster children as a little or very different academically and in other ways than their peers not in foster care, and perceived they had different educational experiences than their peers, largely attributed to their lived experiences prior to entering and during foster care. Most participants felt their foster children’s abilities, strengths, and talents affected foster parents a little or very much. Interviewed and surveyed foster parents defined giftedness as including the following attributes: academic achievement, natural ability or innate talent, intelligence, domain-specific capabilities, performance or skills above average for their age or above their peers, unique approaches to learning, and motivation for learning. Interviewees also addressed non-academic forms of giftedness, socioemotional characteristics of children with gifts and talents, and noted that these students may have some difficulties in school. Foster parents explained the adaptations they have made to their parenting because of their foster children’s strengths, talents, and abilities, and highlighted the unique life experiences of foster children, which were not only hinderances but also could help them succeed academically and in life. Participants also expressed why they think foster children are not identified for gifted education programming. Foster parents had many needs related to their foster children’s education and strengths, talents, and abilities. They made recommendations to those who train new foster parents and provide ongoing training to current foster parents; to schools and teachers of foster children; and to new foster parents about how to best meet the needs of foster children and encourage their gifts and talents.

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"Proprioceptive Activities to Lower Stress (PALS)." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53786.

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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

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Roza, Ana Isabel Fonseca Correia Santa. "Cuidados sensíveis ao trauma : contributo para o desenvolvimento de um instrumento de caracterização das casas de acolhimento residencial." Master's thesis, 2020. http://hdl.handle.net/10400.14/32632.

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O presente estudo visa a conceção e o aperfeiçoamento do Questionário de Avaliação de Cuidados Sensíveis ao Trauma nos serviços de proteção à infância e juventude - QACST-SPIJ (CAR). Foi concebido para caracterizar as Casas de Acolhimento Residencial de crianças e jovens em situação de perigo, quanto à prestação de cuidados sensíveis ao trauma que consiste em uma abordagem orientada pela compreensão do impacto do trauma no desenvolvimento das crianças e jovens, assim como nas repercussões no bem-estar da equipa profissional e na organização. O instrumento explora áreas consideradas críticas, procura preencher lacunas existentes sobre o tema no contexto português, promove reflexões e potencializa mudanças fundamentais para evolução e desenvolvimento das políticas públicas voltadas para uma abordagem integrada dos direitos dos menores. Para sua implementação, o QACST-SPIJ foi pilotado em uma Casa de Acolhimento Residencial e contou com a participação de uma Equipa Técnica e uma Diretora Técnica, especialistas em Acolhimento Residencial, que forneceram, mediante entrevistas online e parecer, respetivamente, contributos para a melhoria do instrumento.
The study aims to conceive and improve the Evaluation of Trauma-Informed Care Survey used by children and youth protection services - QACST-SPIJ (CAR). The survey was created to evaluate residential care facilities for children and youth in precarious situations regarding the application of trauma-informed care, which has an approach oriented towards the comprehension of the impact trauma has on the development of minors and the well-being of the professional staff and the organization. The survey explores critical areas, tries to fulfill existent gaps about trauma-informed care in a Portuguese context, promotes reflections, and leverages fundamental changes for the development of public policies directed towards an integrated approach to the rights of minors. For its implementation, the QACST-SPIJ was first tried in a residential care facility and counted with the participation of technical staff and a technical coordinator specialized in residential care. These professionals contributed through the means of interviews, both online and in-person, which were used to improve the survey.

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Paone, Molly. "Experiences of a recreation based support program in a Norwegian city: young people's voices." Master's thesis, 2018. http://hdl.handle.net/10071/17820.

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Youth with diffculties in their home lives are an often invisible minority in Norway. Norwegian policy makers fund many youth recreational programs attempting to interrupt the social exclusion of young people. Yet, concerns persist that universalist approaches may not be effective at targeting marginalized populations. This study provides an ethnographic look at one recreation based program using trauma-informed care to provide specialized support for young people with diffculties in their home lives. Through over-night camp experiences Ventilene seeks to offer opportunities to accomplish activities and to nurture positive peer and mentor relationships. In my research, I highlight the voices of some of the young people in the Ventilene program. As a volunteer with Ventilene, I interviewed 4 participants and 2 former participants and leaders, all 18+ years old. Emphasizing their perspectives on the role of Ventilene in their lives, I explore how some of Ventilene’s stated goals compare with what the young people think about the program. Across a month of weekend camps I also conducted overt participant observation with about 20 youth participants and 10 adult leaders. These observations included the experiences of minors and illustrate Ventilene’s practices. A thematic analysis of the data characterizes Ventilene as a safe space to be seen, heard, and accepted. Interview participants expressed the sense of belonging they developed by having this space to build loving relationships with peers and mentors with similar diffculties. Some interview participants indicate these relationships helped to diminish their risk of social exclusion and suicide. Concerning youth participation and empowerment, I recommend Ventilene offer more leadership and cooperative power together opportunities for young people. Doing so may empower the young people in their transition to adulthood. These fndings are relevant to Norwegian policy seeking to interrupt social exclusion. Beyond the Norwegian context, the United Nations Convention on the Rights of the Child article 31 guarantees all children the right to recreation. Ventilene uses many intuitive practices which could be replicable in a variety of settings. As recreation programs continue to develop globally, it is important to give their potential as a youth outreach space more consideration. Developing recreational programs targeting an under-served population of young people may better provide them with specialized supports and empowering relationships.

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Dissertations / Theses on the topic 'Trauma informed care in Appalachia'

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