Difference between revisions of "Become a Trauma-Informed Community"

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<div class="mw-parser-output"><div class="mw-parser-output"><div class="mw-parser-output">Return to [[Opioid_Top-Level_Strategy_Map|Opioid Top-Level Strategy Map]] or [[ZOOM_MAP_-_Minimize_Desire_to_Misuse_Opioids|the Zoom Map (Minimize Desire to Misuse Opioids)]]&nbsp;or [[ZOOM_Map-Become_a_Trauma_Informed_Community|ZOOM MAP - Become a Trauma-Informed Community]] &nbsp;
= Introductory Paragraph =
= Become a Trauma-Informed Community =


To become “Trauma Informed,” it’s necessary for any community to first understand the root causes of trauma. Trauma is an emotional response to a terrible event like an accident, rape or natural disaster. Immediately after the event, shock and denial are typical, but may also become delayed or long term reactions include unpredictable emotions, flashbacks, or even physical symptoms like headaches or nausea. The Wilson Foundation of Rochester, NY describes the concept of trauma informed community as “...a strategic approach linking all community sectors together around the effects of trauma, while preventing gaps in services for clients. It is coordinated and collaborative; recognizes that the diversity of the population requires individual responses; uses a common language, measurements and accountability.”<ref name="2015 Position Statement on Trauma Informed Communities, in a letter from the Wilson Foundation to United Way of Greater Rochester on how to create a Trauma Informed Community"> http://wilsonfdn.org/wp/wp-content/uploads/2015/03/TIC-position-paper.pdf
Trauma is widespread and is an important component of understanding service delivery in behavioral health and substance use disorder.<ref>https://store.samhsa.gov/product/SAMHSA-s-Concept-of-Trauma-and-Guidance-for-a-Trauma-Informed-Approach/SMA14-4884.html</ref> To become “Trauma Informed,” it’s necessary to first understand the root causes of trauma, such as Adverse Childhood Experiences, or ACEs. Then, it is possible to understand that trauma has no boundaries with regard to age, gender, socioeconomic status, race, ethnicity, geography or sexual orientation. This is the beginning of becoming a trauma-informed community. The next challenge is for a community to provide a trauma-informed service system.
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= Key Information =
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== Root Causes of&nbsp;Trauma ==


Trauma is especially common in the lives of people with behavioral and/or substance use disorders, according to SAMHSA.<ref>https://store.samhsa.gov/product/SAMHSA-s-Concept-of-Trauma-and-Guidance-for-a-Trauma-Informed-Approach/SMA14-4884.html</ref> For this reason, the need to address trauma is increasingly viewed as a critical component of behavioral health care and part of the healing and recovery process. To&nbsp;become “Trauma Informed”, it’s necessary for any community to first understand the root causes of trauma.&nbsp; The American Psychological Association defines trauma “..as an emotional response to a terrible event like an accident, rape or natural disaster. Immediately after the event, shock and denial are typical. Longer term reactions include unpredictable emotions, flashbacks, strained relationships and even physical symptoms like headaches or nausea. While these feelings are normal, some people have difficulty moving on with their lives.”<ref>https://www.apa.org/topics/trauma/</ref>[[File:ACEs infographic print 2015.4.5 v2.jpg|frameless|right|upright|ACES Infographic, Robert W. Johnson Foundation]]
'''Root Causes of Trauma'''


&nbsp;
Trauma is especially common in the lives of people with behavioral and/or substance use disorders. For this reason, the need to address trauma is increasingly viewed as a critical component of behavioral health care and part of the healing and recovery process. The American Psychological Association defines trauma “as an emotional response to a terrible event like an accident, rape or natural disaster. Individual trauma results from an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and has adverse effects on the individuals functioning and well-being. Immediately after the event, shock and denial are typical. Longer term reactions include unpredictable emotions, flashbacks, strained relationships and even physical symptoms like headaches or nausea. While these feelings are normal, some people have difficulty moving on with their lives."<ref>https://acestoohigh.com/got-your-ace-score/</ref>


&nbsp;
ACEs are potentially traumatic events that occur in childhood (0-17 years).<ref> https://www.preventioninstitute.org/publications/adverse-community-experiences-and-resilience-framework-addressing-and-preventing</ref> The ACEs survey measures 10 types of childhood trauma; five are personal: physical abuse, verbal abuse, sexual abuse, physical neglect, and emotional neglect; five are related to other family members: a parent who’s an alcoholic, a mother who’s a victim of domestic violence, a family member in jail, a family member diagnosed with a mental illness, and the disappearance of a parent through divorce, death or abandonment. Each type of trauma in the ACES survey counts as one. The higher the ACES score, the higher the risk of social and health issues -- including substance use disorder. Using the ACES survey as a foundation, communities can see how trauma can result from racism and discrimination, intergenerational poverty, lack of job opportunities, exposure to violence, substandard housing and education, and lack of access to key services. <ref>http://sparqtools.org/mobility-measure/philadelphia-adverse-childhood-experiences-phl-ace/</ref> Some communities have developed expanded versions of the ACES survey to address issues specific to their region or city. For example, the city of Philadelphia’s Expanded ACE sub-scale has respondents answer six questions specific to experiences in their communities: witnessing violence, experiencing discrimination or food insecurity or racism, living in an unsafe neighborhood, being bullied, or living in foster care. <ref>http://wilsonfdn.org/wp/wp-content/uploads/2015/03/TIC-position-paper.pdf
 
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'''Adverse Childhood Experiences,''' or ACEs, are potentially traumatic events that occur in childhood (0-17 years).<ref>https://acestoohigh.com/got-your-ace-score/</ref> The survey measures 10 types of childhood trauma; five are personal: physical abuse, verbal abuse, sexual abuse, physical neglect, and emotional neglect; five are related to other family members: a parent who’s an alcoholic, a mother who’s a victim of domestic violence, a family member in jail, a family member diagnosed with a mental illness, and the disappearance of a parent through divorce, death or abandonment. Each type of trauma counts as one. The higher the ACES score, the higher the risk of social and health issues -- including substance use disorder. Using the ACES survey as a foundation, communities can see how trauma can result from racism and discrimination, intergenerational poverty, lack of job opportunities, exposure to violence, substandard housing and education, and lack of access to key services.<ref>https://www.preventioninstitute.org/publications/adverse-community-experiences-and-resilience-framework-addressing-and-preventing
'''What Is a Trauma Informed Community?'''
The Wilson Foundation of Rochester, NY describes the concept of trauma informed community as “...a strategic approach linking all community sectors together around the effects of trauma, while preventing gaps in services for clients. It is coordinated and collaborative; recognizes that the diversity of the population requires individual responses; uses a common language, measurements and accountability.”<ref>http://wilsonfdn.org/wp/wp-content/uploads/2015/03/TIC-position-paper.pdf
</ref> If a community works to identify the specific drivers of trauma in its own backyard, it can also identify the factors that influence substance use disorder, allowing them to create the appropriate community supports for behavioral health care, plus healing and recovery.<ref>https://www.nctsn.org/trauma-informed-care/creating-trauma-informed-systems
</ref>
</ref>
Some communities have developed expanded versions of the ACES survey to address issues specific to their region or city. For example, the city of Philadelphia’s Expanded ACE subscale has respondents answer six questions specific to experiences in their communities: witnessing violence, experiencing discrimination, food insecurity, experiencing racism, living in an unsafe neighborhood, being bullied, or living in foster care.<ref>http://sparqtools.org/mobility-measure/philadelphia-adverse-childhood-experiences-phl-ace/
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== What Is a&nbsp;Trauma&nbsp;Informed&nbsp;Community? ==
The Wilson Foundation of Rochester, NY describes the concept of trauma informed community as “...a strategic approach linking all community sectors together around the effects of trauma, while preventing gaps in services for clients. It is coordinated and collaborative; recognizes that the diversity of the population requires individual responses; uses a common language, measurements and accountability.”<ref>[7]</ref> If a community works to identify the specific drivers of trauma in its own backyard, it can also identify the factors that influence substance use disorder, allowing them to create the appropriate community supports for behavioral health care plus healing and recovery.<ref>http://wilsonfdn.org/wp/wp-content/uploads/2015/03/TIC-position-paper.pdf
</ref> &nbsp;
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== Trauma-Informed Systems ==


The National Child Traumatic Stress Network describes a trauma-informed service system as&nbsp; one where all agencies, programs, and service providers have a trauma-informed perspective:&nbsp;<ref>https://www.nctsn.org/trauma-informed-care/creating-trauma-informed-systems</ref> *Routinely screen for trauma exposure and related symptoms. *Use evidence-based, culturally responsive assessment and treatment for traumatic stress and associated mental health symptoms. *Make resources available to children, families, and providers on trauma exposure, its impact, and treatment. *Engage in efforts to strengthen the resilience and protective factors of children and families impacted by and vulnerable to trauma. *Address parent and caregiver trauma and its impact on the family system. *Emphasize continuity of care and collaboration across child-service systems.&nbsp; *Maintain an environment of care for staff that addresses, minimizes, and treats secondary traumatic stress, and that increases staff wellness.
'''Trauma-Informed Systems.'''
The National Child Traumatic Stress Network describes a trauma-informed service system as one where all agencies, programs, and service providers have a trauma-informed perspective, including the following: <ref>https://nashp.org/wp-content/uploads/2018/09/Children-and-Opioid-Epidemic-1.pdf</ref>
* Routinely screen for trauma exposure and related symptoms.  
* Use evidence-based, culturally responsive assessment and treatment for traumatic stress and associated mental health symptoms.  
* Make resources available to children, families, and providers on trauma exposure, its impact, and treatment.  
* Engage in efforts to strengthen the resilience and protective factors of children and families impacted by and vulnerable to trauma.  
* Address parent and caregiver trauma and its impact on the family system.  
* Emphasize continuity of care and collaboration across child-service systems.  
* Maintain an environment of care for staff that addresses, minimizes, and treats secondary traumatic stress, and that increases staff wellness.


=== Child Welfare ===
'''Child Welfare.'''
Substance use disorders can affect parents’ ability to effectively care for their children, and is sometimes linked to rises in foster care placement and mistreatment cases. These parents are also a particularly vulnerable population. They benefit from a family-based approach to care which ensures that community services are tailored to children’s needs and are provided in tandem with those delivered to the whole family. <ref>http://socialwork.buffalo.edu/social-research/institutes-centers/institute-on-trauma-and-trauma-informed-care/what-is-trauma-informed-care.html</ref>


Substance use disorders can affect parents’ ability to effectively care for their children, and is sometimes linked to rises in foster care placement and mistreatment cases. These parents are also particularly vulnerable population, and benefit from a family-based approach to care, ensuring that community services are tailored to children’s needs and are provided in tandem with those delivered to the whole family.&nbsp;<ref>https://nashp.org/wp-content/uploads/2018/09/Children-and-Opioid-Epidemic-1.pdf</ref>
'''School Systems.'''
For any community, schools may be the first resource for students coping with traumatic events. And it’s not just teachers in the classroom - it includes administrators, staff, and parents. The environment in a trauma-informed school supports all children to feel safe physically, socially, emotionally, and academically. When interviewed for a Washington State resource guide for creating trauma informed school settings, one teacher described the issue succinctly: a student who tries to focus on academics while struggling with trauma is like “trying to play chess in a hurricane." <ref>https://www.k12.wa.us/sites/default/files/public/compassionateschools/pubdocs/theheartoflearningandteaching.pdf</ref>


=== School Systems ===
'''Healthcare.'''
Individuals who have experienced trauma are at an elevated risk for substance use disorders. A trauma-informed healthcare system understands and considers the pervasive nature of trauma and promotes environments of healing and recovery rather than practices and services that may inadvertently re-traumatize those seeking help. <ref>https://www.nctsn.org/trauma-informed-care/creating-trauma-informed-systems</ref>


For any community, schools and educators may be the first resource for students coping with traumatic events. And it’s not just teachers in the classroom - it includes administrators, staff, and parents. This environment supports all children to feel safe physically, socially, emotionally, and academically.&nbsp;&nbsp;When interviewed for a Washington State resource guide for creating trauma informed school settings, one teacher described the issue succinctly: Students who try to focus on academics while struggling with trauma is like “trying to play chess in a hurricane."<ref>https://www.k12.wa.us/sites/default/files/public/compassionateschools/pubdocs/theheartoflearningandteaching.pdf</ref>&nbsp;&nbsp;
'''Justice.'''
In a law enforcement setting, a trauma-informed approach starts with the same premise: to understand the physical, social, and emotional impact of trauma on the individual involved in that system. It also requires the understanding that both police officers and other professionals may also be traumatized by a particular event or long-term history of or exposure to violence. <ref>https://www.vera.org/blog/police-perspectives/building-trust-through-trauma-informed-policing</ref>


=== Healthcare ===
'''Ensuring Diversity in Trauma Informed Settings.'''
It is vital that communities are inclusive in terms of both the populations affected by trauma and the functions of agencies that provides services, such as  education, law enforcement, and the faith-based community.


Individuals who have experienced trauma are at an elevated risk for substance use disorders,&nbsp;including use and dependence. A trauma-informed healthcare system&nbsp;understands and considers the pervasive nature of trauma and promotes environments of healing and recovery rather than practices and services that may inadvertently re-traumatize those seeking help.<ref>http://socialwork.buffalo.edu/social-research/institutes-centers/institute-on-trauma-and-trauma-informed-care/what-is-trauma-informed-care.html </ref>
= Relevant Research =


=== Justice ===
Emerging research has documented the relationship among exposure to traumatic events, impaired neuro-development and immune system responses, and subsequent health risks resulting in chronic physical or behavioral health disorders. Research has also indicated that with appropriate supports and interventions, people can overcome traumatic experiences. <ref>https://www.apa.org/topics/trauma/</ref>


In a law enforcement setting, a trauma-informed approach starts with the same premise:&nbsp; understand&nbsp;the physical, social, and emotional impact of trauma on the individual involved in that system. It also requires the understanding that both police officers and other professionals may also be traumatized by a particular event or long-term history of or exposure to violence.<ref>https://www.vera.org/blog/police-perspectives/building-trust-through-trauma-informed-policing</ref>
= Impactful Federal, State, and Local Policies =


=== Ensuring Diversity in Trauma Informed Settings ===
SAFE Solutions is an ever-growing platform. Currently, limited information is readily available for this section. SAFE Project is dedicated to providing communities with the most relevant and innovative materials. We will continue to regularly monitor and make updates accordingly with community input and subject matter expert collaboration. Please check back soon.


ACEs Connection's Diversity, Equity & Inclusion Tool helps communities organize their stakeholders and other contacts to make sure that every part of the community is included, from education to law enforcement to the faith-based community.<ref>https://www.acesconnection.com/g/fairfax-county-va-trauma-informed-community-network/blog/aces-connection-s-inclusion-tool-makes-sure-nobody-s-left-out</ref>
= Available Tools and Resources =


== Successful City Initiatives ==
'''SAFE Project:'''
*'''SAFE Veterans''' provides services to connect veterans, active-duty service members, and their families — all military-connected individuals — to the resources they need to address mental health challenges and substance use disorders. <ref>https://www.safeproject.us/veterans/</ref>
*'''Bridging Prevention and Recovery (BPR): A Community Approach to Systems Change.''' This SAFE Project program, offered in-person and virtually, guides community leaders through an action-oriented model to systemically integrate prevention and recovery systems to strengthen programs and improve outcomes. BPR is a 3.5 day training program that culminates with 6 technical assistance sessions tailored to each community’s unique set of needs to support implementation and sustainability of joint prevention and recovery community projects.<ref>https://www.safeproject.us/bridging-prevention-recovery/</ref>
*'''"Lessons Learned: What are Adverse Childhood Experiences?"''' This SAFE Project article an overview on what ACEs are and how to use this knowledge to better care for someone who is experiencing or has experienced ACEs in their lifetime. <ref>https://www.safeproject.us/resource/aces/</ref>
*See the wiki titled "Expand School-Based Prevention Programs" for more detailed information on how the school setting for children/adolescents can be used as protective factor from the adverse effects of substance use, misuse, and abuse. <ref>https://www.yoursafesolutions.us/wiki/Expand_School-Based_Prevention_Programs</ref>


=== Tarpon City, Florida: Peace4Tarpon ===
'''This ACEs Infographic''' provides a succinct method for communicating an overview of ACEs. <ref>https://vetoviolence.cdc.gov/apps/aces-infographic/home</ref>


Tarpon City, on Central Florida’s Gulf Coast, was the first city in the US to declare itself a trauma-informed community.&nbsp; Trauma-informed practices have been implemented in small and large ways in a variety of organizations, including an elementary school, an ex-offender re-entry program and the local housing authority.<ref>https://acestoohigh.com/2014/09/17/tarponsprings/</ref>
'''Adverse Community Experiences and Resilience: A Framework for Addressing and Preventing Community Trauma.''' This report was published by the Prevention Institute and focuses on linking personal and community resiliency. <ref>[https://www.preventioninstitute.org/publications/adverse-community-experiences-and-resilience-framework-addressing-and-preventing https://www.preventioninstitute.org/publications/adverse-community-experiences-and-resilience-framework-addressing-and-preventing]</ref>


=== Washington State: Compassionate Schools ===
'''The Heart of Learning and Teaching: Compassion, Resiliency, and Academic Success.''' This report spans the needs of students and school staff and the responsibility of the community in fostering compassionate schools. It is a collaborative effort between staff in a public school, Western Washington University, and the Washington State Office of Superintendent of Public Instruction (OSPI) -- .<ref>https://www.k12.wa.us/sites/default/files/public/compassionateschools/pubdocs/theheartoflearningandteaching.pdf</ref>


This Compassionate Schools program has a universal focus - it helps Washington teachers understand fundamental brain development and function, correctly interpret behaviors, while engaging students, families, and the community. It simultaneously uses&nbsp; strategies that touch students daily -- whether it’s mindfulness activities into everyday teaching and learning, creating a contract with a student for conflict resolution, or creating culture that supports learning.&nbsp;&nbsp; The program resulted in dropping absenteeism rates, a decrease in disciplinary referrals, plus improved engagement and achievement among students.<ref>https://www.k12.wa.us/student-success/health-safety/mental-social-behavioral-health/compassionate-schools-learning-and </ref> &nbsp;
'''National Child Traumatic Stress Network Learning Center:''' Registering for this free online learning center provides access to several archived sessions of interest to education professionals. The Schools and Trauma Speaker Series has five archived sessions: (1) Trauma-informed IEPs (2) Evidence-based practices (3) Sudden death on a school campus (4) Trauma-informed understanding of bullying (5) School/mental health partnerships. More resources are also available. <ref>http://learn.nctsn.org/</ref>


= Tools & Resources =
'''PACEs Connection''' is a major resource for information exchange for local, state, and national ACEs initiatives.<ref>https://www.acesconnection.com/</ref> It also provides a Diversity, Equity & Inclusion Tool that helps communities organize their stakeholders and other contacts to make sure that every part of the community is included. <ref>https://www.pacesconnection.com/g/fairfax-county-va-trauma-informed-community-network/blog/aces-connection-s-inclusion-tool-makes-sure-nobody-s-left-out</ref>


'''ACEs&nbsp;Connection: '''Main information exchange and resources for local, state, and and national ACEs initiatives.[https://www.acesconnection.com/ https://www.acesconnection.com/]
'''Trauma-Informed Care in Behavioral Health Services''' is a SAMHSA publication within its series of Treatment Improvement Protocols. <ref>https://www.ncbi.nlm.nih.gov/books/NBK207201/</ref>


'''Adverse Community Experiences and Resilience: A Framework for Addressing and Preventing Community&nbsp;Trauma, Prevention Institute (2015) '''-[https://www.preventioninstitute.org/publications/adverse-community-experiences-and-resilience-framework-addressing-and-preventing https://www.preventioninstitute.org/publications/adverse-community-experiences-and-resilience-framework-addressing-and-preventing]
'''Trauma Informed Schools Resource Guide.''' This publication by the Wilson Foundation provides insight on how to relate increasing awareness of ACES to the film, "Paper Tigers, which documents the life of some students in one school year at a trauma-informed high school. <ref> http://wilsonfdn.org/wp/wp-content/uploads/2015/03/Trauma-Informed-Schools-Resource-Guide.pdf</ref>


'''Compassionate Schools,Washington State Office of Superintendent of Public Instruction ('''OSPI) &nbsp;-- The Heart of Learning and Teaching: Compassion, Resiliency, and Academic Success [https://www.k12.wa.us/sites/default/files/public/compassionateschools/pubdocs/theheartoflearningandteaching.pdf https://www.k12.wa.us/sites/default/files/public/compassionateschools/pubdocs/theheartoflearningandteaching.pdf]
= Promising Practices =


'''National Child Traumatic Stress Network Learning Center:&nbsp;'''Registering for this free online learning center provides access to several archived sessions of interest to education professionals. The Schools and Trauma Speaker Series has five archived sessions: (1) Trauma-informed IEPs(2)Evidence-based practices(3) Sudden death on a school campus(4) Trauma-informed understanding of bullying (5) School/mental health partnerships. More resources available.&nbsp;&nbsp;[http://learn.nctsn.org/ http://learn.nctsn.org/]
'''Peace4Tarpon.''' Tarpon City, Florida, was the first city in the US to declare itself a trauma-informed community. Trauma-informed practices have been implemented in small and large ways in a variety of organizations, including an elementary school, an ex-offender re-entry program, and the local housing authority. <ref>https://acestoohigh.com/2014/09/17/tarponsprings/</ref>


'''National Institutes of Health:''' Trauma-Informed Care in Behavioral Health Services, Treatment Improvement Protocol (TIP) Series, No. 57, SAMHSA: [https://www.ncbi.nlm.nih.gov/books/NBK207201/ https://www.ncbi.nlm.nih.gov/books/NBK207201/]
'''Compassionate Schools Program.''' This program in Washington State is an initiative that helps teachers to understand fundamental brain development and function and to correctly interpret behaviors, while engaging students, families, and the community. It simultaneously uses strategies that touch students daily -- through mindfulness activities in everyday teaching and learning, creating contracts with students for conflict resolution, and creating a culture that supports learning. The program resulted in dropping absenteeism rates, a decrease in disciplinary referrals, and improved engagement and achievement scores. <ref>https://www.schoolmentalhealth.org/media/SOM/Microsites/NCSMH/Documents/Archives/Compassionate-Schools-Start-Up-Guide.pdf</ref>


'''Trauma Informed Schools Resource Guide, Wilson Foundation'''&nbsp;&nbsp;[http://wilsonfdn.org/wp/wp-content/uploads/2015/03/Trauma-Informed-Schools-Resource-Guide.pdf http://wilsonfdn.org/wp/wp-content/uploads/2015/03/Trauma-Informed-Schools-Resource-Guide.pdf]
= Sources =
</div> </div> </div>
[[Category:SAFE-Public Awareness]] [[Category:SAFE-Full Spectrum Prevention]]

Latest revision as of 14:26, 16 September 2024

Introductory Paragraph

Trauma is widespread and is an important component of understanding service delivery in behavioral health and substance use disorder.[1] To become “Trauma Informed,” it’s necessary to first understand the root causes of trauma, such as Adverse Childhood Experiences, or ACEs. Then, it is possible to understand that trauma has no boundaries with regard to age, gender, socioeconomic status, race, ethnicity, geography or sexual orientation. This is the beginning of becoming a trauma-informed community. The next challenge is for a community to provide a trauma-informed service system.

Key Information

Root Causes of Trauma

Trauma is especially common in the lives of people with behavioral and/or substance use disorders. For this reason, the need to address trauma is increasingly viewed as a critical component of behavioral health care and part of the healing and recovery process. The American Psychological Association defines trauma “as an emotional response to a terrible event like an accident, rape or natural disaster. Individual trauma results from an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and has adverse effects on the individuals functioning and well-being. Immediately after the event, shock and denial are typical. Longer term reactions include unpredictable emotions, flashbacks, strained relationships and even physical symptoms like headaches or nausea. While these feelings are normal, some people have difficulty moving on with their lives."[2]

ACEs are potentially traumatic events that occur in childhood (0-17 years).[3] The ACEs survey measures 10 types of childhood trauma; five are personal: physical abuse, verbal abuse, sexual abuse, physical neglect, and emotional neglect; five are related to other family members: a parent who’s an alcoholic, a mother who’s a victim of domestic violence, a family member in jail, a family member diagnosed with a mental illness, and the disappearance of a parent through divorce, death or abandonment. Each type of trauma in the ACES survey counts as one. The higher the ACES score, the higher the risk of social and health issues -- including substance use disorder. Using the ACES survey as a foundation, communities can see how trauma can result from racism and discrimination, intergenerational poverty, lack of job opportunities, exposure to violence, substandard housing and education, and lack of access to key services. [4] Some communities have developed expanded versions of the ACES survey to address issues specific to their region or city. For example, the city of Philadelphia’s Expanded ACE sub-scale has respondents answer six questions specific to experiences in their communities: witnessing violence, experiencing discrimination or food insecurity or racism, living in an unsafe neighborhood, being bullied, or living in foster care. [5]

What Is a Trauma Informed Community? The Wilson Foundation of Rochester, NY describes the concept of trauma informed community as “...a strategic approach linking all community sectors together around the effects of trauma, while preventing gaps in services for clients. It is coordinated and collaborative; recognizes that the diversity of the population requires individual responses; uses a common language, measurements and accountability.”[6] If a community works to identify the specific drivers of trauma in its own backyard, it can also identify the factors that influence substance use disorder, allowing them to create the appropriate community supports for behavioral health care, plus healing and recovery.[7]

Trauma-Informed Systems. The National Child Traumatic Stress Network describes a trauma-informed service system as one where all agencies, programs, and service providers have a trauma-informed perspective, including the following: [8]

  • Routinely screen for trauma exposure and related symptoms.
  • Use evidence-based, culturally responsive assessment and treatment for traumatic stress and associated mental health symptoms.
  • Make resources available to children, families, and providers on trauma exposure, its impact, and treatment.
  • Engage in efforts to strengthen the resilience and protective factors of children and families impacted by and vulnerable to trauma.
  • Address parent and caregiver trauma and its impact on the family system.
  • Emphasize continuity of care and collaboration across child-service systems.
  • Maintain an environment of care for staff that addresses, minimizes, and treats secondary traumatic stress, and that increases staff wellness.

Child Welfare. Substance use disorders can affect parents’ ability to effectively care for their children, and is sometimes linked to rises in foster care placement and mistreatment cases. These parents are also a particularly vulnerable population. They benefit from a family-based approach to care which ensures that community services are tailored to children’s needs and are provided in tandem with those delivered to the whole family. [9]

School Systems. For any community, schools may be the first resource for students coping with traumatic events. And it’s not just teachers in the classroom - it includes administrators, staff, and parents. The environment in a trauma-informed school supports all children to feel safe physically, socially, emotionally, and academically. When interviewed for a Washington State resource guide for creating trauma informed school settings, one teacher described the issue succinctly: a student who tries to focus on academics while struggling with trauma is like “trying to play chess in a hurricane." [10]

Healthcare. Individuals who have experienced trauma are at an elevated risk for substance use disorders. A trauma-informed healthcare system understands and considers the pervasive nature of trauma and promotes environments of healing and recovery rather than practices and services that may inadvertently re-traumatize those seeking help. [11]

Justice. In a law enforcement setting, a trauma-informed approach starts with the same premise: to understand the physical, social, and emotional impact of trauma on the individual involved in that system. It also requires the understanding that both police officers and other professionals may also be traumatized by a particular event or long-term history of or exposure to violence. [12]

Ensuring Diversity in Trauma Informed Settings. It is vital that communities are inclusive in terms of both the populations affected by trauma and the functions of agencies that provides services, such as education, law enforcement, and the faith-based community.

Relevant Research

Emerging research has documented the relationship among exposure to traumatic events, impaired neuro-development and immune system responses, and subsequent health risks resulting in chronic physical or behavioral health disorders. Research has also indicated that with appropriate supports and interventions, people can overcome traumatic experiences. [13]

Impactful Federal, State, and Local Policies

SAFE Solutions is an ever-growing platform. Currently, limited information is readily available for this section. SAFE Project is dedicated to providing communities with the most relevant and innovative materials. We will continue to regularly monitor and make updates accordingly with community input and subject matter expert collaboration. Please check back soon.

Available Tools and Resources

SAFE Project:

  • SAFE Veterans provides services to connect veterans, active-duty service members, and their families — all military-connected individuals — to the resources they need to address mental health challenges and substance use disorders. [14]
  • Bridging Prevention and Recovery (BPR): A Community Approach to Systems Change. This SAFE Project program, offered in-person and virtually, guides community leaders through an action-oriented model to systemically integrate prevention and recovery systems to strengthen programs and improve outcomes. BPR is a 3.5 day training program that culminates with 6 technical assistance sessions tailored to each community’s unique set of needs to support implementation and sustainability of joint prevention and recovery community projects.[15]
  • "Lessons Learned: What are Adverse Childhood Experiences?" This SAFE Project article an overview on what ACEs are and how to use this knowledge to better care for someone who is experiencing or has experienced ACEs in their lifetime. [16]
  • See the wiki titled "Expand School-Based Prevention Programs" for more detailed information on how the school setting for children/adolescents can be used as protective factor from the adverse effects of substance use, misuse, and abuse. [17]

This ACEs Infographic provides a succinct method for communicating an overview of ACEs. [18]

Adverse Community Experiences and Resilience: A Framework for Addressing and Preventing Community Trauma. This report was published by the Prevention Institute and focuses on linking personal and community resiliency. [19]

The Heart of Learning and Teaching: Compassion, Resiliency, and Academic Success. This report spans the needs of students and school staff and the responsibility of the community in fostering compassionate schools. It is a collaborative effort between staff in a public school, Western Washington University, and the Washington State Office of Superintendent of Public Instruction (OSPI) -- .[20]

National Child Traumatic Stress Network Learning Center: Registering for this free online learning center provides access to several archived sessions of interest to education professionals. The Schools and Trauma Speaker Series has five archived sessions: (1) Trauma-informed IEPs (2) Evidence-based practices (3) Sudden death on a school campus (4) Trauma-informed understanding of bullying (5) School/mental health partnerships. More resources are also available. [21]

PACEs Connection is a major resource for information exchange for local, state, and national ACEs initiatives.[22] It also provides a Diversity, Equity & Inclusion Tool that helps communities organize their stakeholders and other contacts to make sure that every part of the community is included. [23]

Trauma-Informed Care in Behavioral Health Services is a SAMHSA publication within its series of Treatment Improvement Protocols. [24]

Trauma Informed Schools Resource Guide. This publication by the Wilson Foundation provides insight on how to relate increasing awareness of ACES to the film, "Paper Tigers, which documents the life of some students in one school year at a trauma-informed high school. [25]

Promising Practices

Peace4Tarpon. Tarpon City, Florida, was the first city in the US to declare itself a trauma-informed community. Trauma-informed practices have been implemented in small and large ways in a variety of organizations, including an elementary school, an ex-offender re-entry program, and the local housing authority. [26]

Compassionate Schools Program. This program in Washington State is an initiative that helps teachers to understand fundamental brain development and function and to correctly interpret behaviors, while engaging students, families, and the community. It simultaneously uses strategies that touch students daily -- through mindfulness activities in everyday teaching and learning, creating contracts with students for conflict resolution, and creating a culture that supports learning. The program resulted in dropping absenteeism rates, a decrease in disciplinary referrals, and improved engagement and achievement scores. [27]

Sources

  1. ↑ https://store.samhsa.gov/product/SAMHSA-s-Concept-of-Trauma-and-Guidance-for-a-Trauma-Informed-Approach/SMA14-4884.html
  2. ↑ https://acestoohigh.com/got-your-ace-score/
  3. ↑ https://www.preventioninstitute.org/publications/adverse-community-experiences-and-resilience-framework-addressing-and-preventing
  4. ↑ http://sparqtools.org/mobility-measure/philadelphia-adverse-childhood-experiences-phl-ace/
  5. ↑ http://wilsonfdn.org/wp/wp-content/uploads/2015/03/TIC-position-paper.pdf
  6. ↑ http://wilsonfdn.org/wp/wp-content/uploads/2015/03/TIC-position-paper.pdf
  7. ↑ https://www.nctsn.org/trauma-informed-care/creating-trauma-informed-systems
  8. ↑ https://nashp.org/wp-content/uploads/2018/09/Children-and-Opioid-Epidemic-1.pdf
  9. ↑ http://socialwork.buffalo.edu/social-research/institutes-centers/institute-on-trauma-and-trauma-informed-care/what-is-trauma-informed-care.html
  10. ↑ https://www.k12.wa.us/sites/default/files/public/compassionateschools/pubdocs/theheartoflearningandteaching.pdf
  11. ↑ https://www.nctsn.org/trauma-informed-care/creating-trauma-informed-systems
  12. ↑ https://www.vera.org/blog/police-perspectives/building-trust-through-trauma-informed-policing
  13. ↑ https://www.apa.org/topics/trauma/
  14. ↑ https://www.safeproject.us/veterans/
  15. ↑ https://www.safeproject.us/bridging-prevention-recovery/
  16. ↑ https://www.safeproject.us/resource/aces/
  17. ↑ https://www.yoursafesolutions.us/wiki/Expand_School-Based_Prevention_Programs
  18. ↑ https://vetoviolence.cdc.gov/apps/aces-infographic/home
  19. ↑ https://www.preventioninstitute.org/publications/adverse-community-experiences-and-resilience-framework-addressing-and-preventing
  20. ↑ https://www.k12.wa.us/sites/default/files/public/compassionateschools/pubdocs/theheartoflearningandteaching.pdf
  21. ↑ http://learn.nctsn.org/
  22. ↑ https://www.acesconnection.com/
  23. ↑ https://www.pacesconnection.com/g/fairfax-county-va-trauma-informed-community-network/blog/aces-connection-s-inclusion-tool-makes-sure-nobody-s-left-out
  24. ↑ https://www.ncbi.nlm.nih.gov/books/NBK207201/
  25. ↑ http://wilsonfdn.org/wp/wp-content/uploads/2015/03/Trauma-Informed-Schools-Resource-Guide.pdf
  26. ↑ https://acestoohigh.com/2014/09/17/tarponsprings/
  27. ↑ https://www.schoolmentalhealth.org/media/SOM/Microsites/NCSMH/Documents/Archives/Compassionate-Schools-Start-Up-Guide.pdf
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