The Trauma Informed Skill At Hamilton Center

I. Introduction A. Attention Getter – Today, I am going to talk about something that is not talked about enough; Post Traumatic Stress Disorder or PTSD. For those of you who do not know, PTSD is defined by the Nebraska Department of Veterans Affairs as “a psychiatric disorder that can occur following the experience or witnessing of a life-threatening event such as military combat, natural disasters, terrorist incidents, serious accidents, or physical or sexual assault in adult or childhood.” (“What is PTSD?”) B. Tie to the Audience – I am sure that there are a few people in this class that have had a family member or friend suffer from PTSD.

I attended a seminar entitled Trauma Informed care which was presented by Center for Urban Community Services the Institute for Training & Consulting. The facilitator opened the training by defining Trauma informed care which is an engagement technique that recognizes the presence of trauma history and acknowledges the role of trauma in the lives of survivors’. The training provided an overview of the new diagnostic criteria from DSM-5 of Post Traumatic Disorder and other trauma related disorders (generalized anxiety, panic disorder, dissociative disorder) as well as other symptoms and behaviors that can result from trauma. The trainer also discussed vicarious trauma and its impact on staff supporting clients with trauma history.

As a support worker, it is necessary that organisation would need to have a foundational understanding of how to identify trauma associated responses. Similarly, there needs to be understanding when initiating treatment interventions for trauma-related symptoms, it is aimed to be conducive and empowering to the individual (Trauma-Informed Care: A Sociocultural Perspective, 2014). Also, all support workers should be skilled in identifying the symptoms of trauma, as well as not disregarding the probability of substance abuse and co-occurring disorders (Trauma-Informed Care: A Sociocultural Perspective, 2014). Hence, when creating an individual treatment plan, all likelihoods of self-medicating and individualised coping mechanisms should be reflected

The intervention that was implemented was the invitation for the father to participate in the therapeutic sessions with his son and ex-wife. I explained the client’s recent behavior and the subsequent admittance to my agency. I clarified that the client’s behavior worsens after their divorce which is evidenced by the increased disciplinary infractions he received at school. The client also became more combatant and argumentative with his mother and siblings as reported by them. I proposed the idea of meeting for a family therapy session to uncover the cognitive reasons behind the

Trauma-informed care refers to a strength-based framework that is based on an understanding of the impact of trauma. This practice emphasizes on psychological, physical, and emotional safety for the providers, the survivors, and it creates an opportunity for the survivors to rebuild themselves and get a sense of control and empowerment. This practice is based on the growing knowledge about several negative impacts that are brought by psychological trauma (Withers, 2017). To understand more about trauma-informed care, this excerpt will examine what the concept entails, how one can change his or her practice to be more trauma-informed and incorporate Eric's experience in the discussion.

Mother explained that the client studies but takes the exam fast. PP and FF asked if the school makes adjustments for the client since he has an IEP. Mother shared she doesn’t know. PP encouraged mother to talk to the teachers and make sure the client has his academics needs. Mother agreed to talk to the teachers and once CFS comes back from leave he will go to the school too. FF and PP went over family concerns, ways the wrap team can support them and mission statement. Client shared that he would like to improve his grades to participate in a school sport. PP and FF praised the client for wanting to improve his academics and want to participate in a school sport. Mother expressed her mission is to close her case and not reopen. PP praised mother for sharing and wanting to close her case and leave in the pass. Mother expressed concerns over client behavior at home and school. Mother shared that client talks back and doesn’t follow directions at home. Client shared that he doesn’t like to be the only child doing chores at home. Client shared that he gets frustrated and talks back to mother. Mother expressed that she relies on the client a lot to do chores because he is the oldest. PP

In the case of Conrad Jarrett I would envision utilizing two frontline treatment options in order to reduce the client’s symptoms of Posttraumatic Stress Disorder (PTSD). Bryant (2008) designed a treatment protocol that combines the use of cognitive restructuring and exposure therapy. Utilizing both of these therapies within structured individual sessions would allow a reduction in negative cognitions (e.g., feelings of guilt and shame) should these feelings intensify during exposure. My concern stems from the patient’s previous attempt at suicide and my desire to provide Conrad with some tools to combat his negative thoughts increasing the likelihood that he will remain unharmed and in therapy through the duration of treatment.

The priority population is the staff of a school where I am introducing a trauma informed care program based on a prepared program based on A.C.E.S training. All of the school staff is included in this cultural shift. This is to insure that students will be consistently treated the same way whether they have an encounter with a cafeteria worker, a paraprofessional, or a teacher. The adults in the school will be the example and the leadership that models the program to the students and it will be important to involve in them implementation process.

This discussion is a review of the Cognitive Behavior Intervention for Trauma in Schools program also known as CBITS. This discussion will include an overview of the program and descriptions of components that are included within the program. The program has been introduced into two other programs that are specifically for children that have experienced trauma and how the program effected children who have been diagnosed with post-traumatic stress disorder. The implementation and effectiveness of this program and its transportability will be discussed. Cost Effectiveness and the quality of care that is received by the clients will also be evaluated. The program will also be reviewed for factors that will influence a provider’s decision to utilize the program and possible institutional obstacles and possible future opportunities will also be discussed.

The topic I chose to write about is Post traumatic stress disorder (PTSD) and the Evidence Based Practice (EBP) of positive psychology. PTSD is a disorder that is usually diagnosed in children over the age of six to adulthood according to the American Psychiatric Association (2013), fifth edition of Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Certain criteria have to be met in order for a patient to be diagnosed with PTSD due to its close relation to other psychiatric disorders. The history of the patient’s exposure to traumatic events has to be taken into consideration as well as the patients symptoms such as avoidance, mood changes, arousal/hypervigilance, and intrusive thoughts after the traumatic event. The length of time that the symptoms has been occurring has to be assessed as well as how well the patient is functioning day to day. The last part of diagnosis is assessing whether the patients symptoms are due to other medical/mental disorders or possible substance abuse. Once these things have been ruled out, a proper diagnosis of PTSD may be established so the proper treatment plan can be incorporated for the patient to get adequate care.

The client is a twenty-year-old Caucasian female, presenting for medical care one month after a serious automobile accident. She appeared well groomed with good eye contact. The client presented with a euthymic mood as evidenced by her calm voice, friendly nature, and straight posture. The client displayed coherent speech and a logical thought process. The client was oriented to people, the date, and the location. The client was screened for Post Traumatic Stress Disorder (PTSD) due to the severity of the automobile accident. The PTSD CheckList – Civilian Version (PCL-C) was conducted in a private office, which allowed for a quiet atmosphere.

On the micro level it's important to understand how the traumatic event affected the client and the way in which the family cope with learning the traumatic event occured. Understanding the impact will give me a clear idea of how to conduct services as far as problem solving, risk assessment, and progress

In addition to my past trauma, in the video clip for this week’s forum Reshaping the Trauma Narrative, Donald Meichenbaum stresses creating a therapeutic alliance with the client with PTSD and establish a safe environment. Furthermore, he states how examining the elements involved in the trauma is an important aspect for the counselor to gain an idea for this client’s recovery process and if the client is using harmful coping skills such as abusing drug and alcohol or are they using intrusive ideation by incorporating suppressive views and isolating actions that are making the situation unhealthier (Psychotherapy Networker, 2012). Based on how my history of trauma affected my adult health, was by how I thought my behavior and reaction to loud

Sexual abuse is one of the most traumatic events in the life female victims. However, some female victims posttraumatic growth zinc the underlying factors in their posttraumatic growth have never been examined. The aim of this study to conduct a systematic review of the relationship between the big five personality traits and the post-trauma growth (PTG).

An event that I attended over the last two weeks was a Trauma-Informed presentation that was presented by Montcalm Community ISD. I chose to discuss this experience because the past two weeks have been filled with half days (due to scheduled days off, heat days and a scheduled full day for a presentation); it was hard to choose a lengthy topic of discussion. Also, I felt the presentation was informative and I am excited to continue the learning process. This specific training is a four series training, on four different days that goes in depth of how trauma affects students and how to implement an appropriate PBIS. The first part of training was based on an introductory level and will go in deeper as the training continues. We discussed trauma