Trauma Informed Practices Week 1

Defining and Exploring the Impact of Trauma

Tamarine Foreman, PhD, LPCC-S

Associate Dean of Diversity, Equity, Inclusion & Wellness for Patton College

Associate Professor of Counselor Education

Ohio University

Thank you for �all you do!

�a moment �to tune in

Overview

Defining Trauma: SAMHSA

• Event or series of circumstances an individual experiences as physically or emotionally harmful or threatening, and that causes adverse effects on an individual’s functional physical, social, emotional or spiritual well-being

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• (SAMHSA, 2012/2014)

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Defining Trauma: A Subjective Perspective

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• An inescapable and stressful event that overwhelms a person’s coping capabilities (Van der Kolk, 1987)

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• Trauma is not the thing that happened, it is the effect left within us by our experiences. (Dr. Robert Scaer (2005) Neurologist and author of The Trauma Spectrum: Hidden Wounds and Human Resilience)

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What Others Have Shared . . .

“Loss of Normalcy: Shattered Assumptions

The loss of a sense of normalcy is widespread. Life as we have known it has been derailed. Life forward is on hold, the future uncertain, and the road ahead unclear. There is much talk about the “old normal” and the “new normal.” Yet, like the aftershocks of an earthquake, the ground keeps shifting, and nothing feels normal.”

Walsh (2020). Loss and resilience in the time of COVID-19: Meaning making, hope, and transcendence. Family Process, 59, 898-911. doi: 10.1111/famp.12588

Today: 100% have been exposed to the prolonged stress of the current pandemic = traumatic

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Systemic Impact of Trauma

Prevalence of Trauma

• 70% of Adults in US
• 60% of youth under age 17 in the US have experienced or been exposed to at least one type of trauma
• 90% of all people who seek counseling at a community counseling agency have experienced at least one type of trauma
• Sexual Abuse
• 1 out of every 4 Girls
• 1 out of every 6 Boys

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https://www.integration.samhsa.gov/clinical-practice/trauma

https://www.sidran.org/wp-content/uploads/2018/11/Post-Traumatic-Stress-Disorder-Fact-Sheet-.pdf

Community Violence and Poverty

Families & Youth

• Higher incidence rate of adverse childhood experiences among families of a lower socioeconomic status (Steele et al., 2016)
• Relating Adverse Childhood Experiences (ACE’s) to Academics and Health

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Our Students

• Emotional Dysregulation = shut down, easily startled, low frustration tolerance, aggressive
• Inability to perceive or read the emotions of others
• Difficulty making and maintaining friendships
• Memory problems
• Impacts Executive Functioning
• Overactive System: Flight, Fight, Freeze, Fawn

In the Classroom

Toxic Stress = Trauma

• Flipping our Lid
• Downstairs Brain: Basic Body Functions, Emotion, Attachment, Flight/Fight/ Freeze Responses
• Upstairs Brain: Thinking Cap, Decision Making, Control OVER Emotions & Body, Empathy, Self-understanding

*Speech shuts down during stress

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Changing Perspectives

Awareness

”What is wrong with that person?”

to

“What has happened to that person?”

Pause to check in with Final Thoughts or Questions

Thank you for allowing me

to spend this time with you.

Be Well. Stay Well.

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Sincerely,

Tamarine

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(foremant@ohio.edu)

Breakout Discussion Questions

1) After defining and exploring trauma, what have you experienced in your classroom that may be trauma-related?

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2) How does trauma show up in your work space/classroom/students you serve/support?

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3) What questions do you still have related to trauma and trauma’s impact?

Next Week

Experience Unit 2 and do the Reflection TAKE NOTES