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Similar to the goals of trauma-informed care, the aim of a trauma-informed education approach is to create a safe, and welcoming environment that is attuned and responsive to the needs of not only students but all members of the school community (e.g. teachers, administrative staff, families) touched by the effects of trauma. [3]
Trauma affects all children differently (see stress in early childhood). Some children who experience trauma develop significant and long-lasting problems, while others may have minimal symptoms and recover more quickly. [56] Studies have found that despite the broad impacts of trauma, children can and do recover with appropriate interventions.
Adverse childhood experiences (ACEs) include childhood emotional, physical, or sexual abuse and household dysfunction during childhood. The categories are verbal abuse, physical abuse, contact sexual abuse, a battered mother/father, household substance abuse, household mental illness, incarcerated household members, and parental separation or divorce.
The trauma model of mental disorders, or trauma model of psychopathology, emphasises the effects of physical, sexual and psychological trauma as key causal factors in the development of psychiatric disorders, including depression and anxiety [1] as well as psychosis, [2] whether the trauma is experienced in childhood or adulthood. It ...
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Psychological trauma (also known as mental trauma, psychiatric trauma, emotional damage, or psychotrauma) is an emotional response caused by severe distressing events, such as bodily injury, sexual violence, or other threats to the life of the subject or their loved ones; indirect exposure, such as from watching television news, may be extremely distressing and can produce an involuntary and ...
Critical incident stress management (CISM) is a system of support for individuals and groups who have been exposed to trauma. It is a form of psychological first aid . It includes pre-incident preparedness and acute crisis management through post-crisis follow-up.