ECE306 Trauma Sensitive Practice and Well-being Report Sample
Task description
You will write a literature review about trauma and trauma response. It will include therapeutic approaches used in the education setting and beyond. You should also incorporate a range of appropriate education resources that would support the approaches mentioned in the literature review.
Discuss the importance of ongoing research and professional development in this area for improved student learning over the course of one’s teaching profession. https://www.academy.vic.gov.au/about-us
You will reference the set text and at least 3 peer-reviewed journal articles.
Solution
1. Introduction
Consequences of trauma have been a topic of discussion in the recent past, and particularly in the learning institution whereby the explosion of the effect on learning cannot be doubted. The goal of this literature review is to discuss diverse therapeutic interventions that have been employed in the treatment of trauma both in teaching careers and other fields (Brunzell et al., 2019). While outlining the theoretical and practical foundations of trauma-focused models and approaches, this review asserts the timeliness and relevance of the trauma-informed approach (Mellenthin, 2018). It highlights the need for continued study for university assignment help and learning to help educators improve their functioning and student assistance. It is crucial to have full enlightenment on the taxonomy of trauma response in order to create protective and conducive learning environments for children.
2. Defining Trauma and Trauma Response
Types of Trauma
There are numerous types of trauma. Each type has specific features and implies different outcomes. Acute trauma is defined as trauma that occurs due to one overwhelming stressor such as a disaster or an accident. Complex trauma is rooted in prolonged exposure to stressor events, often in the form of abuse or neglect (Drulis et al., 2021). Complex trauma is marked by chronic repeated experience of diverse trauma, and it as an invasive interpersonal process. The differences are important to differentiate because this will determine how best to help people with trauma.
Biology of Trauma: Physiological and Psychological Reactions
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Figure 1: Biology of trauma
Source: (Associates, 2017)
It is important to understand that trauma impacts a person in the physical aspect as well as the mental health. Psychologically, the body’s stress response system known as the fight or flight response is initiated and stress related hormones such as cortisol and adrenaline are produced (Gherardi et al., 2020). This may cause symptoms such as hyperarousal, sleeping disorders and increased startle reflex. Psychologically, trauma results in different symptoms including anxiety, depression, dissociation, and post-traumatic stress disorder (PTSD) (Larcom & Sims, 2013). Neocortical functions such as attention, memory and executive function may also be impaired that impacts learning and daily living.
Effects of Trauma in Learning Environment
Trauma greatly affects the learning process and development and has many face and effects. Some of the outcomes may include learning disorders, reduced abilities to focus, analyze information, and learn new concepts in children and adolescents who have been through a traumatic event (Della Bosca et al., 2020). Trauma hinders the normal social-emotional growth, resulting in impaired interpersonal connection, more behavioural challenges, and self-disregard (Drulis et al., 2021). These effects are crucial to be identified both by educators and practitioners to develop environments that nurture, rather than traumatize, and encourage students and clients to thrive.
3. Educational Interventions in Child Trauma
Trauma-Informed Positive Education (TIPE): Positive education combined with the principles of trauma-informed teaching is also known as Trauma-Informed Positive Education (TIPE). The goal of this approach is to manage the unique challenges of victimized students to promote the creation of a learning community that is strong and healthy (Brunzell et al., 2019). Due to the incorporation of practices that foster positive emotions, character strengths and resilience, learners in TIPE are able to cope with adversity and boost their learning.
Trauma-Sensitive Schools: Trauma-sensitive schools are schools that follow various policies and procedures that acknowledge the effects of trauma in the student population (Mellenthin, 2018). The components can be pointed out as the staff professional development, the emphasis on the development of interconnectedness between teachers and students, and the inclusion of the social-emotional aspect into students’ learning.
Mindfulness and Yoga Interventions: Warmth, acceptance, and perceived self-compassion help students achieve trauma symptom reduction, such as anxiety and PTSD. In schools, mindfulness approaches help children to learn how to clear their thoughts and develop proper ways of enforcing mental and physical relaxation and vast concentration besides other self–regulation strategies (Ong et al., 2019). Yoga specifically relating to traumatized individuals can assist students in this process of learning to regain control over their bodies and establish such feelings as safety.
Collaborative and Inclusive Practices: It is seen that making trauma sensitive and supportive school environment is contingent upon collective effort of educators, mental health workers and parents. Schools can adopt MTSS (multi-tiered system of supports) to address students’ needs with different intensity of support. Support and mutual assistance, that is properly addressed with practices like restorative justice and peer assistance, are also fundamental to the creation of communities.
4. Promoting Trauma-Sensitive Schools
The current architecture of education, bearing a great resemblance with the industrial mass production model, is heavily void of the interpersonal aspect. In this regard, social connectedness and emotional synchrony promote neurobiologically mediated changes for learning, while anxiety, loneliness, and stress disrupt these changes.
Impact of Trauma on Learning: Child abuse is especially damaging in that it hinders a child’s ability to control his or her actions and to have appropriate social contacts. It presents itself as ADHD, conduct disorder, or acute stress disorder among children and adolescents (Brunzell et al., 2015). These challenges call for the implementation of the use of trauma informed practices in education. When these principles are adopted, one can have positive environments within that to support children with trauma histories as they learn, grow and heal.
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Figure 2: Supportive classrooms
Source: (NCSS, 2023)
Trauma-Informed Classroom Environments: Trauma Sensitive Schools integrate elements of trauma-full practices as well as well positive education to simply create a classroom context that fosters students’ and emotional wellbeing in addition to academic success. Teachers contribute to the development of those supportive contexts by building relational competencies and psychological buffers (Della Bosca et al., 2020). Promoting students’ emotional health and the quality and significance of their interpersonal relationships can enable them to succeed in all domains of schooling following trauma.
Practical Applications for Teachers: Educators can use positive psychology interventions to enhance positive affect, to build character, and to build psychological resilience such practices assist with supporting a trauma-informed classroom (Cozolino & Santos, 2014). Both of these strategies can be implemented in the learning activities to ensure that traumatized children gain academic success and social development (Ong et al., 2019). By continuously practicing such strategies, teachers can foster and shape the recovery and eventual progress among students irrespective of their adversities that they have faced.
5. Neurobiological Perspectives on Trauma
Evolutionary Basis of Social Learning: The human brain for the past few thousand years has been designed to function optimally within a community or a tribe. This need is deeply ingrained within human nature, and reinforces the importance of sociability within learning communities (Campbell et al., 2016). Neurological processes in the human brain are designed for interpersonal learning in the context of trust and empathy.
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Figure 3: Impact of Trauma on Neurobiology
Source: (Raise-Abdullahi et al., 2023)
Impact of Trauma on Neurobiology: It is also estimated that traumatic experiences mostly when a child, is really damaging in the neuronal structure and activities of the brain. These experiences tend to lead to changes in neurobiological functioning for instance levels of stress hormones such as cortisol, that relate to conditions like PTSD (YEHUDA et al., 2022). This dysregulation may limit one’s capacity to build developmentally appropriate relationships and regulate emotions necessary for learning and socialization.
Healing Through Relationships: While trauma brings certain weaknesses, the human brain is capable of quite a lot and is also able to recover. Trauma-informed education, that incorporates positive psychology principles, can establish environments that provide healing and learning processes for individuals who experienced trauma (Gherardi et al., 2020). The educational approach is in the development of the classroom culture that promotes well-being and regulation among students with traumatic experiences to foster their success in learning and personal growth.
6. Continuing Research and Professional Growth
Continuous Improvement of Teaching Practices: The best evidence suggests that trauma informed education is a work in process that requires ongoing research to refine and improve instruction. This method of learning makes it possible for the kind of teachings applied to remain efficient and meaningful especially to traumatized students (Larcom & Sims, 2013). Knowledge of the current research allows teachers to implement new strategies into practice that would benefit not only the child’s emotional but also cognitive growth.
Professional Development for Educators: In-service education and staff development enable teachers to acquire the competencies required to foster understanding and compassion in their students. These professional development opportunities allow educators to learn more about how trauma affects learning and how to nurture post-traumatic growth and healthy relationships among students (Campbell et al., 2016). Professional training also helps in developing a culture of professional growth among teachers in order to instill a culture of growth in their teaching profession.
Enhanced Student Learning Outcomes: The impact of embracing and practicing continuous research and development of personnel predict growth in students’ performance. By ensuring that education professionals are up to date with modern knowledge, learning can improve when it comes to students’ needs and cope with complication that arise from trauma (Cozolino & Santos, 2014). This not only improves learning outcomes, but also positively affects the general health and mental state of students, that leads to more effective learning environment in school.
7. Summary
This study emphasizes the adoption of trauma-sensitive schools and positive schooling models to promote supportive classroom climates. Illustrating the neurobiological effects on learning of social connection, it asserts the importance of social integration for the students. It is for this reason that the study also calls for continuous research and professional development among educators in order to facilitate the identification of student learning and growth needs, and the subsequent timely implementation of the desired learning and growth strategies.
References
Associates, F.P. (2017). Psychological Trauma. [online] Family Psychology Associates. doi: https://fampsy.org/psychological-trauma/.
Brunzell, T., Stokes, H. and Waters, L. (2019). Shifting teacher practice in trauma-affected classrooms: Practice pedagogy strategies within a trauma-informed positive education model. School Mental Health, 11(3), pp.600–614. doi:https://doi.org/10.1007/s12310-018-09308-8.
Brunzell, T., Waters, L. and Stokes, H. (2015). Teaching with strengths in trauma-affected students: A new approach to healing and growth in the classroom. American Journal of Orthopsychiatry, [online] 85(1), pp.3–9. doi:https://doi.org/10.1037/ort0000048.
Campbell, C., Roberts, Y., Synder, F., Papp, J., Strambler, M. and Crusto, C. (2016). The assessment of early trauma exposure on social-emotional health of young children. Children and Youth Services Review, 71, pp.308–314. doi:https://doi.org/10.1016/j.childyouth.2016.11.004.
Cozolino, L.J. and Santos, E.N. (2014). Why We Need Therapy—and Why It Works: A Neuroscientific Perspective. Smith College Studies in Social Work, 84(2-3), pp.157–177. doi:https://doi.org/10.1080/00377317.2014.923630.
Della Bosca, H., Schlosberg, D. and Craven, L. (2020). Shock and place: reorienting resilience thinking. Local Environment, 25(3), pp.228–242. doi:https://doi.org/10.1080/13549839.2020.1723510.
Drulis, Matz, Samuelson and Cozolino (2021). Restoring Relationships, Healing Trauma, and Creating Securely Attached Classrooms. [online] doi: file:///C:/Users/Admin/AppData/Local/Temp/ddaade30-d600-49da-94a6-fbfb4d406c59_fwdorderidaug24111ece306ass11600wcdl16au.zip.c59/15+Drulis_CozolinoFinal.pdf.
Gherardi, S.A., Flinn, R.E. and Jaure, V.B. (2020). Trauma-Sensitive Schools and Social Justice: A Critical Analysis. The Urban Review, 52. doi:https://doi.org/10.1007/s11256-020-00553-3.
Larcom and Sims (2013). C.A.L.M: Strategies to manage sensory processing disorder and children’s behaviour. [online] doi: file:///C:/Users/Admin/AppData/Local/Temp/2713f23e-993e-41b9-b401-2451914ec2a8_fwdorderidaug24111ece306ass11600wcdl16au.zip.2a8/C.A.L.M_%20Strategies%20to%20
manage%20sensory%20processing%20disorder%20and%20childrens%20behaviour.pdf.
Mellenthin (2018). Play Therapy Interventions for Anxiety Disorders. [online] doi: file:///C:/Users/Admin/AppData/Local/Temp/c5ecd9af-0be4-46b2-8734-92c4660e6e76_fwdorderidaug24111ece306ass11600wcdl16au.zip.e76/Play%20Therapy%20Anxiety%20chapter.pdf.
NCSS (2023). Trauma-Informed, Resilience-Oriented Schools Toolkit. [online] National Center for School Safety. doi: https://www.nc2s.org/resource/trauma-informed-resilience-oriented-schools-toolkit/.
Ong, I., Cashwell, C.S. and Downs, H.A. (2019). Trauma-Sensitive Yoga: A Collective Case Study of Women’s Trauma Recovery from Intimate Partner Violence. Counseling Outcome Research and Evaluation, 10(1), pp.19–33. doi:https://doi.org/10.1080/21501378.2018.1521698.
Raise-Abdullahi, P., Meamar, M., Vafaei, A.A., Alizadeh, M., Dadkhah, M., Shafia, S., Ghalandari-Shamami, M., Naderian, R., Afshin Samaei, S. and Rashidy-Pour, A. (2023). Hypothalamus and Post-Traumatic Stress Disorder: A Review. Brain Sciences, [online] 13(7), p.1010. doi:https://doi.org/10.3390/brainsci13071010.
YEHUDA, HALLIGAN and GROSSMAN (2022). Childhood trauma and risk for PTSD: Relationship to intergenerational effects of trauma, parental PTSD, and cortisol excretion. [online] doi: file:///C:/Users/Admin/AppData/Local/Temp/1c4f9f21-b76d-4fd9-a770-ba613002e2ed_fwdorderidaug24111ece306ass11600wcdl16au.zip.2ed/Childhood%20trauma%20and%20
risk%20for%20PTSD_%20Relationship%20to%20intergenerational%20effects%20of%20trauma,%20parental%
20PTSD,%20and%20cortisol%20excretion.pdf.
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