A Community's Response to Adverse Childhood Experiences: Building a Resilient, Trauma‐Informed Community

Matlin, Samantha L.; Champine, Robey B.; Strambler, Michael J.; O'Brien, Caitlin; Hoffman, Erin; Whitson, Melissa L.; Kolka, Laurie; Tebes, Jacob Kraemer

doi:10.1002/ajcp.12386

Cited by 44 publications

(80 citation statements)

References 38 publications

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“…The social work profession has been both a pioneer in trauma-informed practice 1 and a proponent of its use across disciplines and in diverse practice areas (see Alessi & Kahn, 2019;Carello & Butler, 2015;Knight, 2015;Levenson, 2017;1 The term trauma-responsive practice is also currently used to denote the actual implementation of trauma-informed practices. However, the terms have been viewed as functionally equivalent by scholars (see Matlin et al, 2019) and thus we continue to use trauma-informed practice to maintain consistency with the literature cited in this article. COVID-19 and Complex Trauma 4 Mersky, Topitzes, & Britz, 2019).…”

Section: Covid-19 and Complex Traumamentioning

confidence: 92%

Understanding COVID-19 through a complex trauma lens: Implications for effective psychosocial responses

Alessi¹,

Hutchison²,

Kahn³

2020

Preprint

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DO NOT CITE WITHOUT AUTHOR PERMISSION. The psychosocial impact of the 2019 novel coronavirus (COVID-19) on individuals, families, and communities will likely persist for years to come. While briefing notes informed by disaster psychology and crisis management have been released to guide social workers and other mental health professionals in their work during the pandemic, the far-reaching impacts of COVID-19 may require inclusion of additional theories of trauma and resilience. Thus, we first examine the application of complex trauma theory as an effective framework for assessing the psychosocial impacts of the pandemic, especially among individuals with prior trauma exposure, those with pre-existing mental illness, and communities affected by marginalization and historical trauma. We then discuss the importance of using trauma-informed practice to address the effects of the pandemic on both the individual and community levels during this unprecedented moment in history.

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Section: Covid-19 and Complex Traumamentioning

confidence: 92%

Understanding COVID-19 through a complex trauma lens: Implications for effective psychosocial responses

Alessi¹,

Hutchison²,

Kahn³

2020

Preprint

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“…A abordagem informada pelo trauma baseia-se no conhecimento sobre o impacto dos acontecimentos potencialmente traumáticos em múltiplos domínios e ao longo da vida. É uma abordagem compreensiva e multinível, na medida em que reconhece o impacto destes acontecimentos: (1) no indivíduo, manifestando-se nas suas atitudes ou nos seus comportamentos; (2) nas relações, por exemplo, no sistema familiar ou na relação entre pares; (3) nas organizações, como a escola e (4) nas comunidades (Matlin et al, 2019;Tebes. Champine, Matlin, & Strambler, 2019).…”

Section: Especificidades Da Intervenção Comunitária Em Período De Crise Pandémicaunclassified

A Universidade do Minho em tempos de pandemia: Tomo II: Re(Ações)

Martins

Rodrigues

2020

A Universidade Do Minho Em Tempos De Pandemia

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Nesta obra reúnem-se cerca de meia centena de textos que retratam, a partir de diferente experiências, perspetivas e olhares disciplinares, a forma como a pandemia provocada pelo vírus SARS-CoV-2 foi sentida na Universidade do Minho, a primeira universidade portuguesa a ser atingida pelos seus efeitos, a partir de 7 de março de 2020. Os contributos aqui reunidos exprimem o modo como a comunidade académica se organizou para garantir o funcionamento da instituição e o cumprimento da sua missão, quer no âmbito do ensino, quer da investigação e da inovação, não dispensando uma necessária reflexão crítica sobre a nova realidade que se afirmou com a pandemia, o seu significado e os impactos da mesma na sociedade. Dado o elevado número e a diversidade dos contributos, a obra organiza-se em três volumes, que tentam dar resposta a três possíveis interrogações. Assim, o 1º volume, com o subtítulo de ‘Reflexões’, procura equacionar diferentes perspetivas em torno da questão: Mas o que é isto? Já o 2º volume, que recebe o subtítulo de ‘(Re)Ações’, corporiza um conjunto de textos que reflete as atuações em diferentes áreas da dimensão académica, elucidando quanto ao modo: Como reagimos? Finalmente, o 3º volume, que acusa o subtítulo de ‘Projeções’, dá expressão a uma inevitável pergunta: E agora? Pois, afinal, todos sabemos que isto não vai, nem pode, ficar tudo bem.

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“…Those who have extensive experience working with children who have experienced trauma, both personal trauma and community‐level trauma (ie, historic poverty, racism, war, natural disasters, etc.) can assure you that this will not be the case 5‐8 …”

mentioning

confidence: 99%

“…can assure you that this will not be the case. [5][6][7][8] Although many people think of Maslow's hierarchy of needs as explaining the conditions required for psychological health and well-being, they were originally conceived by Maslow as describing the conditions necessary for motivating human growth and learning (which are deeply linked to human health and well-being). 9 During the pandemic, many wise educators have promoted, ''Maslow before Bloom.''…”

mentioning

confidence: 99%

“…Fortunately, decades of research and practice provide ample examples of the types of priorities and actions that help children recover after experiencing destructive events and how to support their academic and personal growth afterward. [5][6][7][8] Some of these priorities and actions can be implemented at the school and classroom level while benefitting from support by the state and district; others require quick federal, state, and district-level action and benefit from rapid adoption by schools and educators. 10,11 First, some examples of priorities and actions that require support from all levels-from federal policy to individual classrooms include:…”

mentioning

confidence: 99%

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Our Children Are Not “Behind” Due to the COVID‐19 Pandemic, but Our Institutional Response Might Be

Mann

Smith

Kristjánsson

et al. 2021

Journal of School Health

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A s the COVID-19 pandemic progresses, the idea that children are ''behind'' has become a common refrain in the US media and a concern among families and educators. In this context, the designation ''behind'' suggests that young people are not making academic progress and/or developing socioemotionally at the rate they were expected to do so before the pandemic. The experiences of those who have cared for or worked with children before and during the pandemic indicate this is likely true-that students are not progressing according to the early 2000s' version of the timetables and metrics established for young people. However, it is essential to recognize that the COVID-19 pandemic has altered the academic and developmental landscape in a fundamental way, perhaps permanently.Many well-intentioned caregivers and professionals are likely to feel pressure to ''get kids back on track'' and help them ''catch up'' so they are not ''left behind.'' Although these impulses are understandable; unchecked, they are also likely to harm children. Families and educators feeling desperate to return to normal is perfectly reasonable considering the emotional demands of living through the pandemic. Most people want these troubling times to be over and to conclude with their children largely unaffected. In the face of this pressure to ''return to normal,'' educators, families, and policymakers must remain vigilantly aware that things have not been normal-and that

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A Community's Response to Adverse Childhood Experiences: Building a Resilient, Trauma‐Informed Community

Cited by 44 publications

References 38 publications

Understanding COVID-19 through a complex trauma lens: Implications for effective psychosocial responses

Understanding COVID-19 through a complex trauma lens: Implications for effective psychosocial responses

A Universidade do Minho em tempos de pandemia: Tomo II: Re(Ações)

Our Children Are Not “Behind” Due to the COVID‐19 Pandemic, but Our Institutional Response Might Be

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