I recently read an article that questioned the value of being trauma-informed. The well-meaning author was discussing the recent Oprah interview on 60 Minutes and how she felt that the concept of becoming a trauma-informed school was to her a revolutionary concept.
I understand this therapist’s point of view and agree with her in the sense that no one approach will facilitate a universal answer to our societal problems. I don’t think any of us would make such a claim about trauma-informed care.
However, I do think that the values of trauma-informed care are a significant step in the right direction.
Trauma-informed care will bring care and support to individuals who are struggling with a variety of issues. For example, in our schools, a number of behaviors are difficult for teachers and administrative staff to manage. Whether students are struggling with learning capacity, mental health, violent tendencies, anger, anxiety, truancy, being bullied or depression, a supportive trauma-informed staff likely will lead to hopeful strategies that may help a student rather than label them.
Just asking “what happened to you?” allows a student or individual to evaluate their lives and personal history so that life events (like adverse childhood experiences) can help them understand better why they are triggered or are feeling the way they do.
It doesn’t necessarily have to be trauma that has the impact.
It can be family legacies, stringently taught core beliefs, attachment struggles, certain types of losses, or just the messages forced on a young mind. Each can explain why students participate in certain behaviors that may appear destructive.
As a baseball coach, I watched many young athletes struggle to perform on the field because of the expectation placed on them by themselves, coaches or parents.
The stress of these expectations alone caused them to be so hypervigilant they could not perform. This set the pattern of failure and a belief that they could not succeed…Just that reality can shape one’s self-worth and perspective about capacity.
Caring adults who know how to listen carefully and build a relationship without judging a child can have a huge positive impact on the child’s sense of worth.
Brain regulation concepts can make a huge difference as to whether a child or teenager can become successful or fail. Empowering students to self-regulate can help them take charge of their brain state and their behavior.
The concept of establishing safety in environments and relationships can make a significant difference in the ability of a child to communicate their needs, express their concerns and find a place to experience life-events without fear of negative consequences.
The list can go on, but…
Trauma-informed adults and professionals are typically aware of the many needs of children because they have chosen to observe the children with a different lens.
A trauma lens opens the opportunity to have a positive and empowering impact in the life of a child.
Trauma-informed staff is more knowledgeable, strategic and nurturing. They can provide an environment that contributes to a deeper understanding of the needs of our children. In so doing, they are more likely to find ways to help children grow and develop in healthy ways.
I think we all want that for our children and teenagers.
Trauma-informed care is not enough but it is a great beginning for discovery, change, healing and growth no matter what the contributing issues may be.
If you would like to know more about how we train professionals for dysregulation and trauma-informed care, visit lakesidelink.com
Gerry Vassar, President/CEO
