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This article calls attention to the complexity of trauma by enhancing the awareness of the intersectionality of race, class, and gender among oppressed groups, specifically women from marginalized populations, and underscores that consideration of such is essential for the creation of systems of care that are truly trauma-informed. Advancing the integration of theory and practice, we provide a rationale for adopting a postmodern feminist perspective to facilitate the creation of trauma-informed systems of care that take into account the complexity of trauma among this population, leading to comprehensive treatment that furthers the social work mission of social justice.Trauma experiences are inherently complex and present, in those exposed to them, a wide range of reactions that affect all aspects of their lives. Therefore, it is essential to create systems of care that respond to the complexity and diversity of trauma experienced in the lives of those whom practitioners in the helping professions serve in the context of various systems and agencies of service delivery. This article discusses the significance of applying a postmodern feminist perspective to practice to understand and respond to the sociopolitical complexity of trauma. We take the position that such a response will help create trauma informed systems of care specifically for women from marginalized communities, as this combination positions them at the intersection of gender and social condition-related risks for

To become trauma-informed, a system of care must demonstrate an understanding of the complexity of trauma and recognition of it as both interpersonal and sociopolitical. Although awareness of the need to enhance systems of care to become trauma-informed has been growing in recent years, even when trauma is not the main focus of service, training of all professional, administrative, and secretarial staff is essential to transform an agency to become trauma-informed. One vehicle for training the professional staff is supervision designed to enhance the knowledge and skills of practitioners who provide services to clients who have experience trauma. This article discusses how the principles and strategies of supervision can be adapted and applied to foster the professional and personal growth of practitioners and enhance their mastery of trauma-informed care. Supervision of trauma-informed care shares with other types of supervision the major components of educational, support, and administrative guidance and oversight. However, because constant interaction with traumatized clients may have negative effects on practitioners, some elements of trauma-informed practice supervision require special attention. The article has 3 parts. First, we discuss the goals, nature, and educational, supportive, and administrative functions of supervision in the healing professions. We then review basic assumptions of traumainformed practice, specifically, safety, trustworthiness, choice, collaboration, and empowerment. Third, we identify personal and agency-related challenges and risks to practitioners in learning and executing trauma work and analyze the protective function of supervision in addressing these challenges. We present principles for effective supervision that enhance the ability of practitioners to provide traumainformed services and decrease their risks for vicarious traumatization (i.e., trauma reactions caused by interaction with those directly exposed to traumatic events). Finally, we describe an illustrative case example and suggest directions for future research.

A qualitative approach was used to study the perspective of supervisors providing supervision for trauma-informed practice in trauma impacted environments. Twelve supervisors, diverse in personal and professional background, participated in a single unstructured in-depth interview. The 12 interviews were recorded and content-analyzed. Three main themes emerged from the analysis, including factors that shaped supervision for trauma-informed practice, challenges in providing it, and perceived effective strategies. These themes are embedded within the narratives of the supervisors. Implications for practice and research are offered as ways to supervise from a trauma-informed lens within trauma impacted environments.

Extant research focusing primarily on non-Latina/o Blacks has shown that the racial socialization process has 2 dimensions-messages about ethnic pride, history, and heritage (cultural socialization), and messages about discrimination and racial bias (preparation for bias). Both dimensions are associated with academic achievement, high self-esteem, and positive racial and ethnic identities, all of which can contribute to mental well-being and resiliency. Yet, little attention has been given to the ways in which the racial socialization process may affect the racial and ethnic identity development of Latina/os. Considering that Latina/os are of varying phenotypes, it is important to understand the racial socialization process and the effects on the racial and ethnic identity development of Latina/os. Through the voices of 9 Latinas, this article explores the experiences of racial socialization, specifically cultural socialization and preparation for bias, and the multifaceted effects on racial and ethnic identity construction. Based on the findings, it appears that Latinas' racial socialization process is limited in regard to preparation for bias, which can be detrimental for dark-skinned Latinas who are likely to experience racial and ethnic discrimination. Research implications are discussed.